IMPLEMENTING DIDACTIC MATERIALS FOR TEACHING MEASURES OFCENTRAL TENDENCY IN THE CONTEXT OF AQUACULTURE

Mathematics and Statistics have been traditionally stigmatized as abstract matters, difficult to apply and understand. However, the knowledge of both fields of study it is used, related, and interconnected with several aspects in our daily lives. It is critical to display how different subjects support each other to contribute to the analysis and solutions of problems. The aquaculture field exhibit a wide range of situations that interrelates mathematics and statistic knowledge and it could be used in education.

The department of Huila (Colombia) is recognized for the Magdalena River that run across its territory, and as one of the major tilapia aquaculture producers. Besides commercial aquaculture of tilapia, there are efforts for recovering and preserve artisanal fishing activity in the Magdalena River that have been developed by Enel-Emgesa and the Universidad Surcolombiana (USCO), at the Experimental Station of Hydrobiological Resources since 2017. Research on artificial reproduction is carried out at the station with native species of the Magdalena River, such as the bocachico (Pimelodus reticulatus), capaz (Pimelodus grosskopfii), dorada (Salminus affinis), pataló (Icthyoelephas longirostris) and peje (Pseudopimelodus schutlzi), to be used in restocking and potentially in fish farming.

We consider that the integration of knowing, doing and being is essential to develop the necessary skills in a world that increasingly requires citizens' commitment to social reality. The objective of the study is to evaluate the implementation of didactical materials that was developed using aquaculture data for the topic "Measures of central tendency" in statistics for students in grade nine. This work aims to strengthen the competencies related to recognizing the concepts and relationships between the mean, median and mode, as well as making simple inferences. A total of six lessons were developed to integrate statistical and aquaculture concepts (Table 1). The implementation of the didactic material includes an introductory video and the aquaculture contextualized lesson through a pedagogical guide. The implementation is being done virtually, and we will present the observations of this teaching-learning process.