<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702022000100347</article-id>
<article-id pub-id-type="doi">10.15359/ru.36-1.22</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización y pensamiento probabilístico en docentes de matemática, en formación inicial y en activo]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy and probabilistic thinking in pre-service and in service mathematics teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alfabetização e pensamento probabilístico em professores de matemática em formação inicial e ativos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Alveal]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Levicoy]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguerrea]]></surname>
<given-names><![CDATA[Maitere]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío Facultad de Educación y Humanidades Departamento Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Chillán ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas Departamento de Matemática, Física y Estadística,]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas Departamento de Matemática, Física y Estadística]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>347</fpage>
<lpage>362</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702022000100347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702022000100347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702022000100347&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente artículo es caracterizar las habilidades de alfabetización y pensamiento probabilístico que las personas docentes de matemática, en formación inicial y en activo, utilizan cuando se enfrentan a problemas reales, donde interviene la incertidumbre. Para tal efecto, se siguió una metodología cualitativa, mediante un diseño de estudio de casos y el método de análisis de contenido. Como técnica para obtener información, se aplicó un instrumento de dos situaciones problemas en las cuales se solicitó respuesta a preguntas abiertas. Se realizó la selección de 55 participantes mediante un muestreo del tipo intencionado o por disposición, de los cuales 26 eran docentes en activo y 29 docentes en formación inicial. Entre los principales resultados se destacan que las personas docentes del estudio, tanto en formación inicial como en activo, no han desarrollado una competencia probabilística que transite por lo intuitivo, lo clásico y lo frecuencial, recurriendo esencialmente al significado clásico de probabilidad. Además, se evidencia un escaso desarrollo de ideas conceptuales y argumentativas que permitan comparar resultados empíricos y teóricos. En conclusión, se observa que las personas docentes seleccionadas, en formación inicial y en activo, no han desarrollado habilidades de alfabetización y pensamiento probabilístico, que posibiliten una enseñanza de la probabilidad que vaya más allá de lo algorítmico, promoviendo ambientes de aprendizaje para la alfabetización probabilística de los estudiantes en la etapa escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study is to characterize the literacy and probabilistic thinking skills that trainee and currently active mathematics teachers use when faced with real-world problems, in which uncertainty plays a role. A qualitative methodology was used, applying a case study design and the content analysis method. As a technique to obtain information, an open-question instrument was prepared based on two problem situations, which the participants were asked to complete. The 55 participants were selected through intentional or disposition sampling, 26 of whom were actively teaching, and 29 of whom were trainee teachers. Among the main results, it is worth noting that all teachers that participated in the study, both active and trainees, have not developed probabilistic skills that allow them to consider problems from the intuitive, classical and frequency perspectives, essentially resorting to the classical meaning of probability. In addition, there is little evidence of the development of conceptual and argumentative skills that allow comparing empirical and theoretical results. In conclusion, it was observed that both active and trainee teachers have not developed literacy skills and probabilistic thinking which would allow a way of teaching probability that goes beyond the purely algorithmic, promoting learning environments for the probabilistic literacy of students during their school years.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é caracterizar as habilidades de alfabetização e pensamento probabilístico que os professores de matemática, na formação inicial e ativos, utilizam diante de problemas reais, onde a incerteza intervém. Para isso, seguiu-se uma metodologia qualitativa, por meio de desenho de estudo de caso e método de análise de conteúdo. Como técnica de obtenção de informações, foi aplicado um instrumento de duas situações problemáticas em que foram solicitadas respostas a perguntas abertas. A seleção de 55 participantes foi feita por meio de amostragem do tipo intencional ou por disposição, dos quais 26 eram professores ativos e 29 professores em formação inicial. Entre os principais resultados estão que os professores do estudo, tanto na formação inicial quanto ativos, não desenvolveram uma competência probabilística que passa pelo intuitivo, pelo clássico e pela frequência, recorrendo essencialmente ao significado clássico da probabilidade. Além disso, há pouco desenvolvimento de ideias conceituais e argumentativas que permitem comparar resultados empíricos e teóricos. Em conclusão, observa-se que os professores selecionados, na formação inicial e ativos, não desenvolveram habilidades de alfabetização e pensamento probabilístico que possibilitem um ensino de probabilidade que vá além do algorítmico, promovendo ambientes de aprendizagem para a alfabetização probabilística dos alunos na etapa escolar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización Probabilística]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Probabilístico, Juegos probabilísticos.]]></kwd>
<kwd lng="en"><![CDATA[Probabilistic literacy]]></kwd>
<kwd lng="en"><![CDATA[probabilistic thinking, probabilistic games]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização probabilística]]></kwd>
<kwd lng="pt"><![CDATA[pensamento probabilístico, jogos probabilísticos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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