<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2308-3042</journal-id>
<journal-title><![CDATA[Referencia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[RP]]></abbrev-journal-title>
<issn>2308-3042</issn>
<publisher>
<publisher-name><![CDATA[Universidad Tecnológica de La Habana "José Antonio Echeverría", Cujae. Centro de Referencia para la Educación de Avanzada (CREA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2308-30422021000300376</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una concepción de formación de conceptos estadísticos para estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Conception of statistical concepts formation for university students.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Umaña Carrillo]]></surname>
<given-names><![CDATA[Roy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernaza Rodríguez]]></surname>
<given-names><![CDATA[Guillermo J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal a Distancia de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Ciencias Médicas de La Habana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>9</volume>
<numero>3</numero>
<fpage>376</fpage>
<lpage>390</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2308-30422021000300376&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2308-30422021000300376&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2308-30422021000300376&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se sistematiza tanto la propuesta de concepción de formación de conceptos estadísticos para perfeccionar el proceso de enseñanza-aprendizaje de la asignatura Estadística como su aplicación con estudiantes universitarios, Con esta concepción se pretende optimizar el aprendizaje al superarse el carácter fraccionado y ahistórico, incluso superficial, presente en otros planteamientos teóricos utilizados por docentes para el aprendizaje. La concepción se basa en fundamentos didácticos, lógico-dialécticos e histórico-culturalistas, por lo que tiene como hilo transversal el método de ascenso de lo abstracto a lo concreto que complejiza los diferentes métodos teóricos utilizados. Se expone los elementos didácticos de la propuesta enriquecidos con los fundamentos anteriores, y se ofrece un ejemplo con base en el objeto de estudio de la Estadística en su parte fenoménica: la incertidumbre, que al tratarse desde la abstracción enjundiosa: la relación entre determinismo e indeterminismo, le permite al estudiante identificar de forma clara y delimitada el objeto de estudio, y a la vez lo faculta a navegar de forma consciente entre el determinismo y el indeterminismo con menos dificultad. Se concluye que gracias el uso de la abstracción enjundiosa el estudiante enfrenta con éxito la solución de problemas conocidos y situaciones nuevas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The proposal of a conception of statistical concepts formation to improve the teaching-learning process of Statistics in university students as well as its application is systematized. The purpose of this conception is to optimize learning by overcoming the fractioned and ahistorical, even superficial, character present in other theoretical approaches used by teachers for guiding learning. The conception is based on didactic, logical-dialectic and historical-culturalist foundations, so it has as a transversal thread: the method of ascending from the abstract to the concrete, which makes the different theoretical methods used more complex. The didactic elements of the proposal are enriched with the aforementioned foundations and an example is also offered based on the object of study of Statistics: uncertainty, which is treated from the enlightened abstraction: the relation between determinism and indeterminism. allows the student to identify in a clear and delimited way the object of study and at the same time empowers him to navigate consciously between determinism and indeterminism in a less difficult way. It is concluded that thanks to the use of the engrossing abstraction the student successfully faces the solution of known problems and new situations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[lógica dialéctica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la estadística]]></kwd>
<kwd lng="es"><![CDATA[enfoque histórico cultural]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[dialectical logic]]></kwd>
<kwd lng="en"><![CDATA[teaching of Statistics]]></kwd>
<kwd lng="en"><![CDATA[socio cultural approach]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
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