{"id":1633,"date":"2016-11-28T19:48:50","date_gmt":"2016-11-28T19:48:50","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1633"},"modified":"2016-11-29T01:27:05","modified_gmt":"2016-11-29T01:27:05","slug":"vol28-3-3en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/28\/vol28-3-3en\/","title":{"rendered":"Bivariate Data Analysis in an Environment Based on the use of Applets and Dynamic Software"},"content":{"rendered":"<p><strong>Author: <\/strong>Santiago Inzunza Cazares<\/p>\n<p><strong>Abstract:<\/strong> Results are reported of a study on bivariate data analysis, with 34<br \/>\nuniversity students, while taking an introductory statistics course, in which a<br \/>\ncomputer environment integrated by applets and dynamic software data analysis<br \/>\nwere used, are reported. In the diagnostic evaluation, the students exhibited low<br \/>\nlevel of intuitive reasoning about the covariation in scatter plots, but in the final<br \/>\nactivity, after using the computer environment, they successfully identified the<br \/>\ndirection of the relationship between the variables and developed a good sense<br \/>\nof the strength of the relationship and correlation coefficient. However, the interpretation<br \/>\nof the coefficients of the regression equation and the coefficient of<br \/>\ndetermination were a complicated task for the students. The strategies used in<br \/>\nthe data analysis privileged the use of graphical and visual representations,<br \/>\ninstead of symbolic representations of calculation, as result of the dynamic<br \/>\nvisualization power of the technological tools used.<\/p>\n<p><strong>Keywords:<\/strong> Bivariate data, covariational reasoning, digital technologies.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28\/3\/3.pdf\"><img loading=\"lazy\" class=\"alignleft wp-image-279 size-full\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Author: Santiago Inzunza Cazares Abstract: Results are reported of a study on bivariate data analysis, with 34 university students, while taking an introductory statistics course, in which a computer environment integrated by applets and dynamic software data analysis were used, are reported. In the diagnostic evaluation, the students exhibited low\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/28\/vol28-3-3en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[561,562],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1633"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1633"}],"version-history":[{"count":4,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1633\/revisions"}],"predecessor-version":[{"id":1662,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1633\/revisions\/1662"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1633"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1633"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1633"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}