Abstract:

Graphs represent in a visual form the information by using dots, lines, numbers, symbols, coordinated systems, colors, shades, etc. Modern graphs are much more than a simple substitute of statistic tables, they are instruments that let us reason the information they display. Generally they are very effective for describing, exploring and summarizing a set of numbers even if it is big. In addition to that, of all the analysis and statistical communication methods, a well-designed graph is generally easy to construct and at the same time is a very powerful instrument. By all means, graphs, as well as statistical calculations are so good as far as it is good the information they represent.

With the use of new Technologies, it is mandatory for the descriptive statistics teacher to change his way of teaching and evaluating the subject, this is because some time ago it was very important that the student made a correct graph after processing the information, however, nowadays this plays a secondary role since if the student uses specific software in an adequate form, he will get the graph after a few seconds, and there will not be any excuse of lack of time to be spent in concepts understanding.

Within this context we developed a web page with a virtual laboratory, in which we propose a study guide that pretends to reorient and update the approach with which the study of graphs in descriptive statistics should be managed, raising the curiosity to learn and solve the problems and the cases stated. The topic was done in a way for the students to develop the cases in learning environments that let them find the knowledge, “manipulate it” and make it theirs. With this philosophy we use applets, internet sites with access to real data bases, free use software and in general the Web 2.0 resources, that refers to a second generation in the history of the Web based on users’ communities that foment collaboration and an agile exchange of information between them.

Keywords:

Descriptive Statistics, virtual laboratory, graphs.