De la exclusión a la inclusión académica: el rol del maestro como explorador y generador de situaciones cargadas de significados atractivos en la enseñanza de la estadística

Abstract

Many teachers generate attractive situations for learning in order to assist students to focus more and in order to their academic capacity. As students mature, their academic expectations include complex and abstract thinking. However, there are times this can be a form of academic exclusion. In college, academic inclusion has a special meaning, because studying the variety of disciplines in terms of factors that influence the curriculum, as well as the inherent bridge asso-ciated in teaching and the learning process, a mutual agreement between teachers and students. This paper presents a pedagogical proposal using quantitative methods which tries to capture the need to understand the professorial work of a teacher including their permanent commitment, in which the teacher’s expertise is absolutely necessary to generate a number of situations that contribute to the collective construction of knowledge.Teachers should understand that cu-rrent students belong to a different generation and knowledge acquisition has changed; so that it implies developing new teaching strategies that prioritize the most important aspect of “learning”