Aprendizagem estatística no 5º ano a partir de um estudo de aula

Abstract

The Lesson Study, or estudo de aula as it became known in Brazil, originated in Japan, late nineteenth and early twentieth century. It is a professional development approach centered on teacher practice with a focus on student learning and also on the learning of the teachers themselves. Collaborative and reflective, the lesson study contributes to the professional development of teachers by enhancing student learning. To substantiate the discussions we rely on (Lewis, 2002; 2016), Ponte et al. (2014; 2016), Richit (2020; 2022; 2023), Richit, Ponte and Tomkelski (2020), Baldin (2021, 2012). Considering the difficulties presented by students in Mathematics, specifically in the analysis and interpretation of graphs, this work aims to evidence and discuss the statistical learning of 5th grade students from the realization of a lesson study. Abrantes, Serrazina and Oliveira (1999), D’Ambrosio (1989), Campos and Perin (2020) and Lopes (2008) are support for the discussion about statistical learning. The research, of a qualitative nature, was developed in the context of a lesson study involving four teachers, two teachers of the initial years and two teachers of mathematics of the final years. The lesson study, structured in ten weekly face-to-face meetings, of 1h30 each, was held at the José Marcolino Eckert School of Basic Education, located in the city of Pinhalzinho, Santa Catarina, in the months of September to December 2022. The empirical material of the research consists of the transcripts of the recordings, the observation script and the students’ worksheets. The date collection occurred from the participant observation, the audio recordings of the meetings, the task performed by the students and the interview conducted with the teachers. The analysis will be through triangulation with the support of Denzin and Lincoln (2000) and Bogdan and Biklen (1994). The categories found were: comprehension of the task statement, tabular representation and transcription of the data for the graph and, interpretation of the graph. The understanding of the statement is one of the essential points for the development of the task, and it needs to be elaborated in a clear and objective way. The tabular representation and graph construction allows students to reflect on the best way to represent the data and mobilize specific knowledge such as titles, axes, scale, and source. The interpretation of the graph challenges the students to seek information in the statement, in the tabular representation and in the graph, evidencing statistical concepts already mobilized. From the discussion of these categories were evidenced the learning developed by the students as the skills of literacy, reasoning and statistical thinking, and elements of the graph: axes, scale, titles, source. The lesson study and the exploratory task provided the students with the discussion, in groups, of the statement (statistical literacy), of strategies for the resolution and forms of representation of the data (statistical reasoning), the construction of the table and the graph (axes, titles, scale and source) and, the interpretation of the graph (statistical thinking). Therefore, the lesson study is a great possibility for the development of learning of Statistical elements and concepts, and by its dynamics contributes to the professional development of teachers, minimizing possible insecurities and difficulties of this curricular topic.