Design of tasks for learning the binomial distribution in secondary school students
DOI:
https://doi.org/10.55560/arete.2026.24.12.2Keywords:
Binomial distribution, Task design, Application contexts, Collaboration, Secondary educationAbstract
The teaching of the binomial distribution is often focused on its mechanical application, limiting its understanding as a probabilistic model. This study aims to provide a foundation for and design a sequence of tasks that promotes the recognition and collective problematization of its structure in secondary education students. Methodologically, the research is framed within design-based research, grounded in the Theory of Objectification, which conceives learning as a collective process of historically and culturally constituted knowledge. A didactic sequence composed of two tasks was developed, contextualized in a game and comic-format narratives, organized according to theoretical principles (knowledge, being, activity, and community ethics) and methodological principles (components of the activity), and inspired by historical moments in the development of the binomial model. As a result, a didactic sequence is obtained that articulates counting, probability calculation, and the analysis of the scope of the model, promoting the transition from informal procedures to the generalization of the mathematical expression. It is concluded that this sequence contributes to the teaching of the binomial distribution from a historical-cultural perspective, fostering a critical understanding of the model and collaboration in the classroom.
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