Here we present a report of a study carried out with six high school teachers who participated in a workshop of simulation activities using Fathom -dynamic software for teaching statistics-. At the end of eight weekly work sessions of three hours each, participant teachers were asked to answer a questionnaire related to their opinions about aspects of using the technique of simulation in teaching. We analyzed their answers bearing in mind four general aspects: the role of simulation in teaching; the different steps to follow in a simulation; the complexity of starting situations; and the most important concepts which take part in simulation activities. The results show that teachers deem as important only certain aspects of simulation but neglect others, which are also fundamental in teaching.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education