Application of Teaching Sequences in the subject of Statistics and Probability for the training of students at the Baccalaureate level

Abstract

The College of Sciences and Humanities follows a constructivist teaching model based on student-centered, contextualized, and meaningful learning activities. The use of didactic sequences stands out for its planning.  This article will highlight the advantages of applying them in conjunction with formative evaluation techniques (highlighting activities inside and outside the classroom), compared to traditional evaluations. An example for the new 2024 syllabus using transversality, contextualization, and application with a focus on gender and sustainability is presented. The activities include (but are not limited) to project-based learning (PBL), evidence portfolios, individual and collaborative exams, asynchronous work, and some recreational exercises.