A estatística no ciclo de alfabetização: fundamentos e práticas para a aprendizagem matemática

Abstract

The present research has as its object of study the theme “Statistics in the literacy cycle: fundamentals and practices for mathematical learning”. We seek, through this research to analyze the contributions of materials and pedagogical practices to address notions of statistics in the 2nd year of the early years and develop statistical thinking, based on the theoretical foundations of statistical education, reasoning and statistical thinking. Qualitative, bibliographic and field research focused on the data constituted from a classroom intervention, in which a mathematical activity involving the construction of graphs and the analysis of the data represented graphically. The intervention was held in a 2nd year elementary school at an Erechim state school. The students' work sheets were analyzed and their participation in the resolution of mathematical activity, thus leading to three main themes that were constituted in categories of analysis. The first category of analysis refers to the students' involvement with the construction of graphs, in which we analyzed and discuss their involvement in data representation through statistical chart. The second category, called visualization of the data represented in the chart, focuses on discussing the way students interpreted graphics. And lastly, the data exploration category represented in the chart addresses the possibilities of exploiting statistical notions from the working form. The results showed that the use of concrete materials and the contextualization of activities with topics close to the students' reality favored the engagement, understanding and active participation of students in learning statistics notions. We also emphasize that the role of the teacher as a mediator is essential to delineate strategies appropriate to students' needs and promoting learning of statistics from the early school years.