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  • Helena Rocha
Helena Rocha
Portugal
http://orcid.org/0000-0003-3865-7422
Vol. Extr., núm. 06 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogía. Área 6: FORMACIÓN DE PROFESORES Y AGENTES EDUCATIVOS, Páginas 096-100
DOI: https://doi.org/10.17979/reipe.2017.0.06.2307
Recibido: jul 11, 2017 Aceptado: dic 13, 2017 Publicado: dic 17, 2017
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Resumen

Teaching statistics is often based on an approach focused on teaching theoretical aspects, disconnected from practical relevance and from interpretation of results, and where the use of technology lies behind its potential. In this context, it is important to analyze how the teachers’ knowledge is characterized and to identify aspects of this knowledge that mark the professional practice. The conclusions reached emphasize the impact of content knowledge and its influence on knowledge of content and teaching. Knowledge of curriculum is also relevant, as well as the way how it seems to prevent the development of other types of knowledge.

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Referencias

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