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Abstract(s)
Numa sociedade cada vez mais exigente torna-se essencial que os cidadĂŁos desenvolvam capacidades e competĂȘncias que lhes permitam, entre outras situaçÔes, serem capazes de interpretar e analisar informação que lhes chega atravĂ©s de diversas fontes de informação. Neste sentido, o ensino e aprendizagem da MatemĂĄtica, em particular da EstatĂstica, configura experiĂȘncias de aprendizagens fundamentais ao desenvolvimento de uma literacia matemĂĄtica (e estatĂstica) adequada. Esta investigação tem como objetivo aceder ao conhecimento estatĂstico de futuros professores dos primeiros anos e perceber quais as suas dificuldades e eventuais lacunas na aprendizagem estatĂstica. Assumimos um paradigma interpretativo e desenvolvemos uma investigação-ação. Os participantes foram os estudantes do 2.Âș ano do curso da Licenciatura em Educação BĂĄsica, que frequentavam a unidade curricular AnĂĄlise de Dados. Os dados foram recolhidos por meio de um instrumento de avaliação do conhecimento estatĂstico (aplicado no inĂcio e final da unidade curricular), observação participante, conversas informais e protocolos dos estudantes. A anĂĄlise dos desempenhos dos estudantes no instrumento de avaliação do conhecimento estatĂstico permitiu aceder e identificar as lacunas no conhecimento dos futuros professores relativamente a medidas de tendĂȘncia central de um conjunto de dados e adaptar as prĂĄticas de sala de aula, por forma a (re)construir os conhecimentos estatĂsticos, atribuindo-lhes significado para os estudantes e futuros professores.
Abstract In an increasingly demanding society, it is essential that citizens develop abilities and competencies that enable them, among other situations, to be able to interpret and analyze information that comes to them through different sources of information. In this sense, the teaching and learning of Mathematics, in particular Statistics, configures learning experiences fundamental to the development of an appropriate mathematical (and statistical) literacy. This research aims to access the statistical knowledge of future first-year teachers and to understand their difficulties and errors in statistical learning. We assumed an interpretive paradigm and developed an action-research project. The participants were the 2nd year students of the Undergraduate Degree in Basic Education, who were attending the curricular unit Data Analysis The data were collected using an instrument for assessing statistical knowledge (applied at the beginning and end of the curricular unit), participant observation, informal conversations and studentsâ protocols. The analysis of the students' performances in the statistical knowledge assessment instrument allowed accessing and identifying the errors of the future teachersâ regarding the knowledge about the central tendency measures of a set of data and adapting classroom practices, in order to (re)construct statistical knowledge, assigning meaning to them for students and future teachers.
Abstract In an increasingly demanding society, it is essential that citizens develop abilities and competencies that enable them, among other situations, to be able to interpret and analyze information that comes to them through different sources of information. In this sense, the teaching and learning of Mathematics, in particular Statistics, configures learning experiences fundamental to the development of an appropriate mathematical (and statistical) literacy. This research aims to access the statistical knowledge of future first-year teachers and to understand their difficulties and errors in statistical learning. We assumed an interpretive paradigm and developed an action-research project. The participants were the 2nd year students of the Undergraduate Degree in Basic Education, who were attending the curricular unit Data Analysis The data were collected using an instrument for assessing statistical knowledge (applied at the beginning and end of the curricular unit), participant observation, informal conversations and studentsâ protocols. The analysis of the students' performances in the statistical knowledge assessment instrument allowed accessing and identifying the errors of the future teachersâ regarding the knowledge about the central tendency measures of a set of data and adapting classroom practices, in order to (re)construct statistical knowledge, assigning meaning to them for students and future teachers.
Description
Keywords
Conhecimento estatĂstico Formação inicial de professores Medidas de tendĂȘncia central Statistical knowledge Pre-service teacher education Measures of central tendency