Development of random thinking: Reflections and considerations

Abstract

This article discloses some considerations and reflections in the teaching of random thinking and data systems based on a documentary review. A documentary sample was used consisting of 40 documentary sources (articles, postgraduate dissertations and books), published in indexed journals, about random thinking. The research was based on a qualitative content analysis method which used the coding and categories saturation process. The results let us establish conceptual relationships considering three dimensions linked to the random thinking teaching, they are: epistemological corpus, theoretical corpus and the social function. The results allow to base new proposals of curricular, didactic and evaluative type for the teaching of this thinking, at the same time, it allows to carry out processes of self-assessment of the teaching practice and of the need that currently exists before the research in the classroom and the contextualization of mathematical knowledge.