Abstract

CANADAS, Gustavo; MOLINA-PORTILLO, Elena; CONTRERAS, José Miguel  and  ALVAREZ-ARROYO, Rocío. The technologies in the classroom for the teaching of the contrast of hypothesis. Educ. mat. [online]. 2019, vol.31, n.2, pp.195-211.  Epub June 15, 2020. ISSN 2448-8089.  https://doi.org/10.24844/em3102.08.

Technologies have influenced significantly in all fields, and to a greater extent in subjects related to statistics (Galmacci, 2001). Most of the hypothesis testing investigations describe errors in the interpretation of the level of significance and p-value (eg, Vallecillos, 1994), and there is little presence of error investigations on the hypothesis contrast through the use of technologies. This encourages the carrying out of investigations with computer resources that are appearing more and more in the classroom, producing a demand for research in this field. This article presents the results of a comparative analysis that examines the use of SPSS software versus the use of free software (R) in the teaching of statistics at the University level, where both software are used. The conflicts that appear in students will be analyzed when using both statistical packages based on the teaching process, and important cognitive aspects will be studied in the classroom through the application of previously validated tests in other investigations.

Keywords : Statistics; technologies; University; contrast of hypothesis and semiotic conflict.