Diseño de una propuesta didáctica para la enseñanza de la probabilidad mediante ABP y juegos de azar, fundamentada en las percepciones de los estudiantes de la carrera de Pedagogía de las Ciencias Experimentales: Matemáticas y Física

Abstract

Abstract: This research analyzed the perceptions of seven students in the Pedagogy of Experimental Sciences (Mathematics and Physics) program at the Universidad Técnica Particular de Loja regarding the teaching of probability. The study employed a qualitative approach, an applied purpose, a descriptive-propositive scope, and a case study design. Data were collected via an online open-ended questionnaire covering disciplinary knowledge, reasoning biases, Project-Based Learning (PBL), games of chance, and a problem-solving scenario. The results revealed a solid conceptual understanding among most participants, though the "equiprobability bias" persisted in some instances during problem-solving. Participants also expressed a positive view of PBL and manipulative materials as resources for generating data and fostering mathematical reflection, although they noted challenges related to time, assessment, and planning. Based on this diagnosis, a didactic proposal was developed for future teachers; it includes a sequence applicable to the upper level of General Basic Education (Educación General Básica Superior) and is designed to integrate the intuitive, frequentist, and classical interpretations of probability.