Mathematical Modelling in the Teaching of Statistics in Undergraduate Courses

dc.contributorPontificia Universidade Católica de São Paulo
dc.contributorPontifícia Universidade Católica de Campinas
dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2021-06-25T11:03:59Z
dc.date.accessioned2022-12-19T22:35:18Z
dc.date.available2021-06-25T11:03:59Z
dc.date.available2022-12-19T22:35:18Z
dc.date.created2021-06-25T11:03:59Z
dc.date.issued2015-01-01
dc.identifierInternational Perspectives on the Teaching and Learning of Mathematical Modelling, p. 501-512.
dc.identifier2211-4939
dc.identifier2211-4920
dc.identifierhttp://hdl.handle.net/11449/207958
dc.identifier10.1007/978-3-319-18272-8_42
dc.identifier2-s2.0-85006448130
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5388555
dc.description.abstractIn agreement with the elements of the statistics education theoretical framework, as well as critical education, mathematical modelling allows the possibility of pedagogical projects that value interdisciplinarity and active participation of the student in knowledge construction. In this chapter, we present a scenario that occurred in the statistics discipline of an undergraduate course. We adopt Critical Education practices to discuss global warming, its causes and consequences for society.
dc.languageeng
dc.relationInternational Perspectives on the Teaching and Learning of Mathematical Modelling
dc.sourceScopus
dc.subjectCritical Statistics
dc.subjectGlobal Warming
dc.subjectStatistical Content
dc.subjectStatistical Literacy
dc.subjectStatistical Reasoning
dc.titleMathematical Modelling in the Teaching of Statistics in Undergraduate Courses
dc.typeCapítulos de libros


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