{"title":"Applying the anthropological theory of didactics to enhance a multicultural approach to statistics education for engineering students","authors":"José Luis Díaz Palencia","doi":"10.1108/jme-04-2024-0043","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This work aims to introduce basic principles of the Anthropological Theory of Didactics applied to enhance the multicultural sensitivity in engineering statistics classroom. The approach emphasizes understanding learners’ socio-cultural backgrounds to tailor educational practices that resonate more effectively with engineering students.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>This paper examines the application of the Anthropological Theory of Didactics within the context of statistics education for engineering students. This study aims to explore how integrating socio-cultural dimensions of learning can make teaching statistics more effective and engaging.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The application of the Anthropological Theory of Didactics reveals significant potential for enhancing the educational experience in statistics. By acknowledging and incorporating the diverse cultural perspectives of students, educators can develop teaching methods that are not only more inclusive but also more engaging. This methodology encourages a deeper connection between statistical concepts and engineering practices, aiding in the conceptualization of statistics among future engineers.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>The paper contributes to the field by providing concrete activities and pedagogical strategies that use the Anthropological Theory of Didactics in a novel context. These activities are designed to foster a better integration of statistical education with engineering, highlighting the theory’s versatility and its relevance to modern educational challenges. This innovative approach promises to enhance how statistics is taught to engineering students, potentially leading to more profound educational outcomes and a stronger grasp of statistical applications in engineering.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"14 1","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for Multicultural Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jme-04-2024-0043","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
This work aims to introduce basic principles of the Anthropological Theory of Didactics applied to enhance the multicultural sensitivity in engineering statistics classroom. The approach emphasizes understanding learners’ socio-cultural backgrounds to tailor educational practices that resonate more effectively with engineering students.
Design/methodology/approach
This paper examines the application of the Anthropological Theory of Didactics within the context of statistics education for engineering students. This study aims to explore how integrating socio-cultural dimensions of learning can make teaching statistics more effective and engaging.
Findings
The application of the Anthropological Theory of Didactics reveals significant potential for enhancing the educational experience in statistics. By acknowledging and incorporating the diverse cultural perspectives of students, educators can develop teaching methods that are not only more inclusive but also more engaging. This methodology encourages a deeper connection between statistical concepts and engineering practices, aiding in the conceptualization of statistics among future engineers.
Originality/value
The paper contributes to the field by providing concrete activities and pedagogical strategies that use the Anthropological Theory of Didactics in a novel context. These activities are designed to foster a better integration of statistical education with engineering, highlighting the theory’s versatility and its relevance to modern educational challenges. This innovative approach promises to enhance how statistics is taught to engineering students, potentially leading to more profound educational outcomes and a stronger grasp of statistical applications in engineering.
期刊介绍：
The Journal for Multicultural Education is a double-blind peer reviewed journal. Published quarterly, the editorial objectives and coverage focus on: Fostering research into the management of multicultural education, understanding multicultural education in the context of teacher-learner equity and enabling learners to collaborate more effectively across ethnic, cultural and linguistic lines. Topics covered include: -Intercultural education- Inclusive education- Urban education- Diversity in education- Ethnicity in education- Gender and education- Disability and education- Technology and Multicultural education The journal is international in coverage and publishes original, theoretical and applied articles by leading scholars, expert consultants and respected practitioners.
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