Uso de visualizaciones de datos para leer la palabra y el mundo
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e77361Palabras clave:
Educación estadística, Visualización de datos, Alfabetización crítica, Alfabetización estadística críticaResumen
Las personas están expuestas con frecuencia a una gran variedad de visualizaciones de datos en su vida cotidiana. Aunque los educadores en matemáticas y estadística llevan mucho tiempo investigando formas de ayudar a las personas a leer gráficos de datos, las exigencias de las diversas visualizaciones de datos actuales son diferentes y, además, sociopolíticas. En este artículo presentamos el proceso de desarrollo que seguimos para crear un marco teórico y empírico para la lectura de visualizaciones de datos, investigando cómo los maestros leen las visualizaciones de datos de forma crítica. Para ello, presentamos dos iteraciones de un proyecto de investigación de diseño destinado a desarrollar la alfabetización estadística crítica de los profesores de matemáticas para realizar y enseñar investigaciones de datos sobre cuestiones sociopolíticas. A partir de nuestros dos estudios cualitativos, llegamos a tres conclusiones significativas: 1) Las preguntas que hacemos en una actividad de visualización de datos parecen ayudar a crear oportunidades para que las personas lean los gráficos de diferentes maneras. 2) La forma en que una visualización de datos se relaciona con la experiencia vivida por una persona parece influir en la forma en que lee la visualización de datos. 3) Las actividades de visualización de datos pueden servir como punto de partida para desarrollar una alfabetización estadística crítica que conecte la lectura actual que las personas hacen del mundo con la lectura de la palabra.
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Derechos de autor 2026 Travis Weiland, Anita Sundrani, Shelton Shelton, Mandana Delavari
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