<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582015000300339</article-id>
<article-id pub-id-type="doi">10.15359/ree.19-3.21</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Clase pública de un estudio de clases de estadística: Una instancia de cambio de creencias en los profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Public Class of a Statistics Lesson Study: An Instance to Change Teachers' Beliefs]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olfos]]></surname>
<given-names><![CDATA[Raimundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrella]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ Valparaíso]]></addr-line>
<country>CL</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Chile Valparaíso]]></addr-line>
<country>CL</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CL</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>339</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582015000300339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582015000300339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582015000300339&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:Se investiga el impacto de la implementación de una lección de estadística en las creencias del profesorado que observa la lección. Bajo un diseño cuasi-experimental participan del estudio 18 docentes y 7 estudiantes de docencia, quienes responden un cuestionario validado, con 6 proposiciones bajo una escala Likert. El cuestionario de creencias sobre cómo enseñar estadística se aplicó individualmente a cada docente cuando llega al salón donde se realiza la clase pública, y al terminar la misma, es respondido como postest. La clase observada tuvo una duración de alrededor de 90 minutos. Se usó la prueba no paramétrica de Wilcoxon para comparar las medianas entre ambas aplicaciones. Los resultados dan cuenta de leves diferencias en "cómo enseñar estadística'; sin llegar a ser significativa. Esta investigación invita a continuar la exploración y comprensión del cambio de creencias a partir de una clase pública de Estudio de Clases como método de formación continua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:This paper presents a research on the impact of the implementation of a Statistics Lesson from the point of view of the beliefs of the teachers who observed the lesson. Eighteen teachers and seven future teachers participated in this quasi-experimental design and responded to a validated questionnaire with six propositions under a Likert scale. The questionnaire of beliefs on how to teach Statistics was applied individually to each teacher when they came to the room where public class was being delivered and it was responded as a posttest. The class observed lasted around 90 minutes. The non-parametric Wilcoxon test was used to compare the averages between the two applications. The results show slight differences, which do not become significant, on "how to teach Statistics". This research is an invitation to a further exploration and understanding of the changes of beliefs based on a public class of a lesson study as a continuous training method.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudio de clase]]></kwd>
<kwd lng="es"><![CDATA[clase pública]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la estadística]]></kwd>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="en"><![CDATA[Lesson study]]></kwd>
<kwd lng="en"><![CDATA[public class]]></kwd>
<kwd lng="en"><![CDATA[Statistics teaching]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
</kwd-group>
</article-meta>
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