Revista Internacional de Pesquisa em Educação Matemática

El desafío de alfabetizar en Estadística

Teresita Evelina Terán — 2024-08-01

El presente artículo aborda la importancia de la alfabetización estadística en la sociedad actual, destacando la necesidad de promover el pensamiento crítico y la toma de decisiones basadas en datos, preparando a los individuos para enfrentar los desafíos de la sociedad, permitiéndole interactuar de manera efectiva con la información en la era digital. Enfatiza la relevancia de la estadística cívica en la formación de una ciudadanía informada y participativa en sociedades democráticas y se enfoca en estrategias educativas como el trabajo en grupo y el aprendizaje significativo a través de proyectos para desarrollar habilidades estadísticas. Propone la gamificación como una técnica motivadora para involucrar a los estudiantes en el aprendizaje de estadística. Concluye enfatizando la necesidad de una ciudadanía informada y alfabetizada en estadística para interactuar de manera efectiva con la información en la era digital.

Elección de un contraste de hipótesis por estudiantes universitarios

Carmen Batanero — 2024-08-01

El contraste de hipótesis es un contenido básico en los cursos universitarios de estadística, originando un gran interés por su enseñanza. Utilizando el enfoque ontosemiótico de la cognición e instrucción matemáticas, el objetivo de este trabajo fue analizar la forma en que los estudiantes universitarios eligen un contraste adecuado para resolver un problema e identificar los conflictos semióticos subyacentes. Para ello, se propone a una muestra de 224 estudiantes un problema abierto, en el que se les pide decidir el contraste a utilizar. Mediante el método de análisis de contenido, se clasifican las respuestas escritas individuales en categorías, a las cuales se aplica el análisis semiótico. Pocos participantes eligen un contraste correcto, aunque un 40% adicional da una respuesta parcialmente correcta, olvidando alguno de los supuestos requeridos. En las respuestas incorrectas se observan conflictos semióticos como confundir contraste unilateral y bilateral, población y muestra y estadístico y parámetro.

Errores en la construcción del gráfico de caja por futuros profesores chilenos de Educación Primaria

Rodrigo Gutiérrez-Martínez — 2024-08-02

El objetivo de esta investigación consiste en evaluar la capacidad que poseen los futuros profesores chilenos de Educación Primaria, con mención en Matemática de una universidad de la zona central de Chile, para construir el gráfico de caja. Se adoptó un enfoque cualitativo, respaldado por el paradigma interpretativo, empleando el método de análisis de contenido. La investigación se ejecutó con 18 estudiantes, a quienes se administró un instrumento previamente validado mediante un juicio de expertos. Los resultados revelan que los participantes enfrentan dificultades en la construcción del gráfico, principalmente al omitir elementos descriptivos (título general y etiquetas en los ejes del gráfico) y calcular incorrectamente los cuartiles. Estos futuros profesores podrían no estar en condiciones de cumplir con los estándares de formación para profesores de matemáticas en Chile, lo que repercutiría negativamente en el aprendizaje de esta representación por parte de estudiantes.

Adaptation and validation for portuguese (BR) of the SATS-28 scale to measure attitudes toward Statistics

Natalia Elis Giordani — 2024-08-02

Statistical information is daily presence in any citizen’s life in most different contexts. However, due to bad experiences with Mathematics in basic education, many Health students present negative attitudes towards Statistics. Knowing students’ attitudes towards Statistics allows us to understand their propensity to learn it and then it is possible to think about strategies that enable a change, in case the attitude is negative, contributing to the development and formation of students’ critical view. Thus, this study aimed to validate the SATS-28 scale of attitudes towards Statistics in Brazilian Portuguese version for Health students. Data from 811 students from 15 undergraduate Heath courses of Brazilians Federal Universities were used. The results indicate that the scale is valid and its results are consistent.

Exploring the interfaces between Statistics and Financial Education: Brazilian High School students’ perception of the Sustainable Development Goals

Cassio Cristiano Giordano — 2024-08-02

Brazil is experiencing broad curricular reform, after the publication of the National Common Curricular Base — BNCC, especially with the advent of New Secondary Education, such as the introduction of Financial Education, the expansion and deepening of Statistical Education, guidance for the approach through projects and the appreciation of contemporary transversal themes concerned with the environment (such as the Sustainable Development Goals — SDG, proposed by the UN in the 2030 Agenda). In this context, we conducted qualitative research, of an exploratory nature, involving 99 high school students, seeking to understand their perception regarding such changes, involving Statistics, Financial Education and SDG. The results indicate a lack of confidence in the school's ability to adequately guide them regarding their Financial Education, recognition of the need to improve knowledge in Probability and Statistics, to understand the new challenges of the 21st century, exposed in the 2030 Agenda, as well as to promote changes socioeconomic conditions to meet such demands.

The game Closes the Box: a proposal for teaching Probability

Priscila Bernardo Martins — 2024-08-16

Mathematical games play a significant role in teaching mathematics and statistics as they offer a practical and engaging approach to learning often complex statistical concepts, such as the study of probability. Given this scenario, this article aims to present and discuss the potential of using the game, called Close the Box for teaching notions of probability. This is a qualitative research that was developed in a class made up of 25 students in the 2nd year of elementary school at a public school in São Paulo. The results show that students understood some basic aspects such as random, unlikely and very likely events and developed signs of probabilistic literacy. In short, we conclude that working with games provides students with fun and stimulating moments and can help them to understand in an informal way probabilistic aspects necessary for decision making.

How High School students understand statistical variability based on a contextual teaching situation

Edicarlos Pereira de Sousa — 2024-08-16

The teaching of statistics in basic education is important due to the growing needs of contemporary society. This article presents elements of a study that investigated how students perceive, represent, compare, and identify patterns related to statistical variability, in a teaching situation related to electricity consumption. The research had a qualitative and exploratory approach, based on a theoretical perspective that considers different aspects inherent to the conceptual understanding of statistical variability. The participants were 38 third-grade high school students from a state public school in the Cariri region, in the south of Ceará. The results suggested that the perception and identification of variability patterns were the aspects best understood by the students. The answers related to comparison and the representation of variability indicated conceptual mistakes. The analysis of the results emphasized the importance of the context for the students’ learning and statistical literacy process.

Being, seeing and recognizing oneself as a teacher who teaches Mathematics: (re)configuring Professional Identities from the perspective of Probabilistic Education

Lemerton Matos Nogueira — 2024-08-20

This article aims to understand how actions and practices based on studies on Probability Education contribute to the (re)configuration’s movement of the Professional Identity (PI) of Teachers who Teach Mathematics (TTM). The study is based on a qualitative and interpretative paradigm, relied on a Research-Training path developed in a study group with 11 TTM. To this end, we are based on a characterization of TTM’s PI, which points out a set of elements (macrodomains) that allow us to understand them in their ways of being, seeing and recognizing themselves as such. The results and discussion were based on the apprehension of four Meaning Cores, which indicate that the TTM’s PI were forged from the Learning Paths (re)constituted in the collective/collaborative context of the group and interwoven by elements of personal, emotional, moral and sociopolitical nature that emerged from the enterprise of teaching and learning Probability.

Technological choices in Statistics: reflections on pedagogical practices in the Brazilian higher education

Bernardo Silva — 2024-08-20

Our study analyzed the integration of digital technologies into Statistics teaching by exploring professors’ perceptions and practices in the Brazilian context. We investigated educators’ technological choices through descriptive statistical techniques and multivariate analysis, highlighting the relation among professors’ Education processes, pedagogical practices and the use of digital technologies. Our results, which showed the influence of professors’ Education processes on their technological choices, were discussed in the light of statistical literacy and the TPACK model. The study points out the crucial role of professors’ Education processes in critical and intentional integration of technology into teaching and provides valuable reflections on contemporary Statistics Education in Brazilian Higher Education.

Violence against women: a pedagogical proposal for promoting Critical Statistical Literacy

Igor Gabriel Santos de Sousa — 2024-08-20

The text is part of a research that aimed to study a pedagogical proposal developed and carried out with high school students from the theoretical perspective of Critical Statistical Literacy. Evidence was sought of the contributions that this theory could bring to the teaching and learning of statistics. The methodological technique used was participant observation, which developed from news published on social media about violence against women. Data collection was carried out using three instruments: video recording of the class; teacher's logbook; and videos created as a final task by students. The analysis indicates that the theoretical perspective adopted and the use of real data in statistics classes contribute to the development of criticality on social issues and statistical literacy. Thus, it became possible to offer conditions for implementing what is partially proposed in the curricular documents guiding Brazilian education.

Interpretation of infographic by students in the 3rd and 5th grades of Primary School from the perspective of Statistical Literacy: the bullying in schools

Waleska Stefany Moura Diniz — 2024-08-20

In this study we seek to investigate how students in the 3rd and 5th grade of primary School interpret a statistical infographic about bullying in schools, considering the elements of Statistical Literacy mobilized by them. A diagnosis was developed involving questions of interpretation of an infographic about bullying, from a textbook, in 3rd and 5th grade classes. The results showed that the majority of students were able to interpret the graphics and textual information, with 5th grade students performing better. However, students were unaware of what a data source was and its importance, which was understood after the training process, allowing students to make judgments regarding its reliability. Furthermore, they made effective decisions regarding bullying in schools. We concluded that students were able to interpret the infographic and make effective decisions, mobilizing cognitive and dispositional elements of Statistical Literacy.

Contributions of the Anthropological Theory of Didactics in the presentation of tasks addressing random events dependent on the paradidactic book “Do I have a chance?”

Ailton Paulo de Oliveira Júnior — 2024-08-20

The objective was to present the theoretical foundation used to create probabilistic tasks that will make up the paradidactic book “Do I have a chance?” for the development of probabilistic concepts in the ninth year of elementary school (approximately 14 years), specifically the notion of dependent random event proposed in the National Common Curricular Base - BNCC. The principles of the Anthropological Theory of Didactic - ATD were used in the didactic and mathematical praxeological organization (probability), which consisted of a sequence of tasks and subtasks, in which techniques were presented and these were justified by the technology that is based on the theory of probability as an object of study. The possibility of developing pedagogical work that involves probabilistic content through everyday playful activities was demonstrated in order to attract the attention of children and young people and generate spontaneous participation and sharing of knowledge.

Probability teaching and learning: students’ first contact with the digital game Batalha com Dados

Iuly Kristina Silva Avelar — 2024-08-20

In this investigation, we present part of a research carried out within the scope of the Professional Master’s Degree in Education and Teaching, at the Faculty of Education of the Federal University of Minas Gerais. The research aims to analyze the effectiveness of using a digital game in teaching Probability concepts to students in the 5^th grade of Elementary School. It was carried out from a qualitative perspective, with the aim of valuing the description, dialogues, and experiences of students. This article aims to describe and analyze the students’ first contact with the game Batalha com Dados. We conclude that this game provides the opportunity for students to work collaboratively and stimulate the development of social skills, such as communication and cooperation. While students were interacting, they could build together a deeper understanding of the concepts of Probability. Therefore, the Batalha com Dados should be used as a complementary resource to teaching.

Teaching and learning Probability through Children’s Literature: a possibility in the early years of Elementary Education

Sandra Gonçalves Vilas Bôas — 2024-08-20

The research on which this article is based was developed within the Graduate Program in Professional Education at the University of Uberaba. The methodology used was qualitative research with a bibliographic study on the teaching of Probability and Children’s Literature. The general objective was to analyze the possibilities of intertwining Children’s Literature and the teaching of Probability through the book The Diary of the Tyrannosaurus Rex, an educational product of the Master’s thesis. The plot explores the daily life of the dinosaur world by integrating concepts, such as possible, impossible, probable, and improbable events that flow in our daily lives. By exploring the teaching of Probability through Children’s Literature, we present a strategy to help students gradually develop different ways of thinking about Mathematics. Therefore, when calculations become increasingly complex, it is believed that understanding Probability concepts will be easier since they were introduced to them in a playful manner.

The understanding of Stochastic brought from basic education by Mathematics prospective teachers in an introductory Statistics course

Maria Helena Monteiro Mendes Baccar — 2024-08-20

The National Common Curriculum Base made statistics teaching mandatory in basic education. The teaching degree in mathematics began to receive students who possibly had contact with statistics previously. Thus, the research sought to answer the following questions: What understandings about Stochastic are there, and what use do these prospective teachers bring from school? A questionnaire on the topic was administered to a group of mathematics undergraduates in an introductory statistics course. Data analysis indicates that, although most undergraduates had already had some contact with statistics at school and realized its importance, this knowledge was restricted to procedural aspects of descriptive statistics, associated only with some types of graphs and the application of formulas in centrality measures. Talking about variability and uncertainty was also difficult. Besides, although everyone claimed to know probability, there was a lack of knowledge about statistical inference.

Data science for informed citizen: Learning at the intersection of data literacy, statistics and social justice

Joachim Engel — 2024-08-20

Data science as a practical science has been conceived to address tangible problems in science, technology and society. Educating students in data science goes beyond teaching about algorithms, skills of manipulating data sets, selecting and applying appropriate analyses, and creating and interpreting visual representations of data. It also involves raising a critical understanding of how data are produced and how they can be used for particular purposes, including the role of context in interpreting data. It emphasizes developing an awareness for data ethics, and considering the implications for policy and society when powerful algorithms are used. Participation in democracy, in today’s digital and datafied society requires the development of a series of transversal skills which need to be fostered in educational institutions through critically oriented pedagogies that interweave technical data skills and practices together with statistical and media literacies. Based on an analysis of trends and needs to protect democratic values in a datafied society and on own reflections of teaching practices this paper gives recommendations on designing data science courses to develop informed citizen.

Teaching statistcs and probability in mathematics degree courses at the Federal Institutes of Education, Science and Technolog in Brazil

Francisca Brum Tolio — 2024-08-20

This work is a documentary research study aiming to analyze the offering and syllabus of the disciplines of Statistics, Probability, and Statistical Education in the in-person Mathematics Degree courses at the Federal Institutes (FI) of Brazil, examining whether future Mathematics teachers receive training in Statistical Education. Of the 36 FIs existing at the time of the research, 30 offered the Mathematics Degree course in person. In total, 70 Course Pedagogical Projects (PPCs) and the syllabuses of the related disciplines were analyzed, along with the official documents that govern the training of Brazilian teachers. Thus, it was possible to map the contents addressed in the training of Mathematics teachers and to verify alignment with the demands of the official documents. A comparison was made between what is being taught about Statistical Education in the FIs and what teachers really need to know to develop their teaching activities in Basic Education.