<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322022000100021</article-id>
<article-id pub-id-type="doi">10.22458/ie.v24i36.3897</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Valoración de una situación didáctica para la enseñanza de variable aleatoria y distribución de probabilidad en la educación secundaria chilena]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment of a didactic situation for teaching the random variable and probability distribution in Chilean secondary education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação de uma situação didática para o ensino da variável aleatória e a distribuição de probabilidade na educação secundária chilena]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bizet Leyton]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Rodríguez]]></surname>
<given-names><![CDATA[Elisabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>36</numero>
<fpage>21</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322022000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322022000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322022000100021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La variable aleatoria y su distribución de probabilidad son conceptos fundamentales de tratar en la educación estadística y probabilística escolar, debido a que se manifiestan en experiencias cotidianas. Aun así, su enseñanza se hace compleja debido, prioritariamente, a las dificultades asociadas a la comprensión de estas y el concepto de función. Por tanto, se propone como objetivo de estudio valorar un proceso de instrucción de la variable aleatoria y su distribución de probabilidad en la educación secundaria chilena, fundamentado en la Teoría de Situaciones Didácticas (TSD) y la Teoría de Registro de Representaciones Semiótica (TRRS). Bajo la pers- pectiva cualitativa y con un enfoque descriptivo-interpretativo, se construye un test que contiene una situación didáctica, la cual fue aplicada a 22 estudiantes chilenos de grado 10 (15 a 16 años). Los hallazgos evidenciaron que más de la mitad de los estudiantes (64 %), logró identificar y representar en lenguaje verbal, figural o tabular, la variable aleatoria, y un porcentaje similar (59%), su distribución de ambos objetos. Desde la TSD, se observa el importante rol que cumplió el profesor en las fases de una situación didáctica. Estudiar, desde teorías didácticas, cómo llevar al aula objetos complejos de enseñar, puede ayudar a profesores en ejercicio y en formación a mirar su práctica con mayor fundamento, para hacerla más accesible y comprensible a sus estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary: The random variable and its probability distribution are fundamental concepts in statistical and probabilistic school education because they manifest in everyday experiences. Teaching them becomes a complex task due primarily to the difficulties associated with understanding them and the concept of function. Therefore, we proposed as a study objective to assess the random variable's instruction process and its probability distribution in Chilean secondary education, based on the Theory of Didactic Situations (TSD) and the Theory of Registration of Semiotic Representations (TRRS). We designed a test containing a didactic situation applied to 10th-grade Chilean students (15 to 16 years old) with a qualitative perspective and a descriptive-interpretive approach.The findings showed that more than half of the students (64%) managed to identify and represent the random variable in verbal, figural, or tabular language, and a similar percentage (59%), its probability distribution. Concerning the TRRS, this could indicate that students are in the process of building both objects. Subsequently from the TSD, we observed the vital role that the teacher played in the phases of the said didactic situation. Studying didactic theories, we discovered that bringing complex objects to the classroom can help actual teachers and those being trained to look at their practice with more understructure to make it more accessible and understandable to their students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A variável aleatória e a sua distribuição de probabilidade são conceitos fundamentais na educação estatística e probabilística escolar, devido a que se manifestam nas experiências cotidianas. Mesmo assim, seu ensino se torna complexo devido, prioritariamente às dificuldades associadas à compreensão delas e o conceito de função. Portanto, o que se propõe como objetivo de estudo é avaliar um processo de instrução da variável aleatória e sua distribuição de probabilidade na educação secundária chilena, fundamentado na Teoria das Situações Didáticas (TSD), e a Teoria de Registro de Representações Semióticas (TRRS). Sob uma perspectiva qualitativa e com uma abordagem descritiva-interpretativa, foi construído um teste que contém uma situação didática, e o qual foi aplicado a 22 estudantes chilenos da 109 série (15 a 16 anos). Os achados evidenciaram que mais da metade dos estudantes (64%) conseguiu identificar e representar em linguagem verbal, gráfico ou tabular, a variável aleatória, e uma porcentagem similar (59%) sua distribuição de probabilidade. Desde a TRRS, isto poderia indicar que os estudantes estão no processo de construção de ambos os objetos. Desde a TSD, observase o papel fundamental que teve o professor nas fases da situação didática. Estudar, desde as teorias didáticas, como levar para a sala de aula objetos complexos de se ensinar pode ajudar os professores tanto os que exercem quanto aqueles que estão em formação a terem um olhar mais fundamentado sobre a sua prática para que ela seja mais accessível e compreensível para os estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Variable aleatoria]]></kwd>
<kwd lng="es"><![CDATA[distribución de probabilidad]]></kwd>
<kwd lng="es"><![CDATA[teoría de la educación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la estadís- tica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria, educación.]]></kwd>
<kwd lng="en"><![CDATA[random variable]]></kwd>
<kwd lng="en"><![CDATA[probability distribution]]></kwd>
<kwd lng="en"><![CDATA[education theory]]></kwd>
<kwd lng="en"><![CDATA[teaching of statistics]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[variável aleatória]]></kwd>
<kwd lng="pt"><![CDATA[distribuição da probabilidade]]></kwd>
<kwd lng="pt"><![CDATA[teoria da educação]]></kwd>
<kwd lng="pt"><![CDATA[ensino da estatística]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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