The aim of the study is to investigate pre-service middle school mathematics teachers&rsquo / critical thinking processes through statistical and probabilistic knowledge in the context of popular media texts. The study was conducted with a qualitative case study method. Participants of the study consisted of four senior pre-service middle school mathematics teachers enrolled in a public university. Data were collected through in-depth interviews with the participants. Analysis of the data was conducted on the basis of two dimentions / critical thinking skills, and statistical and probabilistic knowledge. The results of the study indicated that pre-service middle school mathematics teachers reflected different critical thinking skills and made use of different statistical and probabilistic knowledge in different contexts. They mostly reflected interpretation skill on the basis of their statistical and probabilistic knowledge. Moreover, to what extent they made use of critical thinking skills was differentiated on the basis of their statistical and probabilistic knowledge. They reflected complicated critical thinking process dealing with conditional probability statements. They had difficulty with probabilistic statements underlying conditional probability especially in this process.

The aim of the study is to investigate pre-service middle school mathematics teachers&rsquo / critical thinking processes through statistical and probabilistic knowledge in the context of popular media texts. The study was conducted with a qualitative case study method. Participants of the study consisted of four senior pre-service middle school mathematics teachers enrolled in a public university. Data were collected through in-depth interviews with the participants. Analysis of the data was conducted on the basis of two dimentions / critical thinking skills, and statistical and probabilistic knowledge. The results of the study indicated that pre-service middle school mathematics teachers reflected different critical thinking skills and made use of different statistical and probabilistic knowledge in different contexts. They mostly reflected interpretation skill on the basis of their statistical and probabilistic knowledge. Moreover, to what extent they made use of critical thinking skills was differentiated on the basis of their statistical and probabilistic knowledge. They reflected complicated critical thinking process dealing with conditional probability statements. They had difficulty with probabilistic statements underlying conditional probability especially in this process.

Made available in DSpace on 2016-04-27T17:12:59Z (GMT). No. of bitstreams: 1 Maria Helena do Amaral.pdf: 6375059 bytes, checksum: e63f3ea81e752390a2dc6f53e9609e57 (MD5) Previous issue date: 2007-05-15 / Made available in DSpace on 2016-08-25T17:25:38Z (GMT). No. of bitstreams: 2 Maria Helena do Amaral.pdf.jpg: 4066 bytes, checksum: fd47bfa9fd8ceef5fa1a1e7a0e9a52ee (MD5) Maria Helena do Amaral.pdf: 6375059 bytes, checksum: e63f3ea81e752390a2dc6f53e9609e57 (MD5) Previous issue date: 2007-05-15 / Secretaria da Educação do Estado de São Paulo / The objective of this research was to investigate the process of construction of basic knowledge of Statistics on the part of the pupils of a course of Pedagogy. This work answers the following question of research: That type of sequence favors the construction of meanings of statistical concepts of base for the pupil of the pedagogy, particularly the referring ones to the joint between graphical and tabular registers? To answer it, we made use of an instrument I diagnosis identifying the profile of the group and a composed didactic sequence of five blocks: game of the addition, game of the product, analysis of the game of the addition and the product, inquiry of the typical pupil and analysis of the three activities. We use as methodology the estimated ones of Didactic Engineering, and had participated of our activities eleven pupils of the fourth and sixth semesters of the Pedagogy course from a private college in Jacareí/São Paulo. The data had been analyzed to the light of theoretical reference on the formation of the statistical thought, on levels of statistic literacy and probabilistic literacy and on statistical reasoning. The activities of the game of the addition and the product had allowed to the pupil/teacher a first contact with the probability concept, making to know more good them regarding this subject, whereas the activity of the inquiry of the typical pupil objectified to place them in contact with a research in all its phases, since the set of problems until the analysis of the data. The results of this research strengthen the necessity of a work of formation initial and continued for teachers of the initial series of basic education in that it says respect for the Statistic and Probability, making a meaningful statistics education possible for a global formation of our students / O objetivo desta pesquisa foi investigar o processo de construção de conhecimentos básicos de Estatística por parte dos alunos de um curso de Pedagogia. Este trabalho responde a seguinte questão de pesquisa: Que tipo de seqüência favorece a construção de significados de conceitos estatísticos de base pelo aluno da pedagogia, particularmente os referentes à articulação entre registros gráficos e tabulares? Para respondê-la, fizemos uso de um instrumento diagnostico identificando o perfil do grupo e de uma seqüência didática composta de cinco blocos: jogo da soma, jogo do produto, análise do jogo da soma e do produto, investigação do aluno típico e análise das três atividades. Utilizamos como metodologia os pressupostos da Engenharia Didática, e participaram de nossas atividades onze alunos do quarto e sexto semestres do curso de Pedagogia de uma faculdade privada de Jacareí/São Paulo. Os dados foram analisados à luz de referenciais teóricos sobre a formação do pensamento estatístico, sobre níveis de alfabetização estatística e probabilística e sobre raciocínio estatístico. As atividades do jogo da soma e do produto permitiram ao aluno/professor um primeiro contato com o conceito de probabilidade, fazendo-os conhecer melhor a respeito desse tema, enquanto que a atividade da investigação do aluno típico objetivou colocá-los em contato com uma pesquisa em todas as suas fases, desde a problematização até a análise dos dados. Os resultados desta pesquisa reforçam a necessidade de um trabalho de formação inicial e continuada para professores das séries iniciais do Ensino Fundamental no que se refere à Estatística e Probabilidade, possibilitando uma educação estatística significativa para a formação global de nossos estudantes

Submitted by Carlos Moraes (carlos.afonso.moraes@ig.com.br) on 2017-12-13T16:09:18Z No. of bitstreams: 2 Dissetação final corrigida dezembro.pdf: 3482457 bytes, checksum: ae6936e91b4e36f6045411e79cf8d412 (MD5) Declaração UFSCAR.pdf: 762831 bytes, checksum: f94579acaea54b2f2ac4763c06c19706 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T17:45:58Z (GMT) No. of bitstreams: 2 Dissetação final corrigida dezembro.pdf: 3482457 bytes, checksum: ae6936e91b4e36f6045411e79cf8d412 (MD5) Declaração UFSCAR.pdf: 762831 bytes, checksum: f94579acaea54b2f2ac4763c06c19706 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T17:46:07Z (GMT) No. of bitstreams: 2 Dissetação final corrigida dezembro.pdf: 3482457 bytes, checksum: ae6936e91b4e36f6045411e79cf8d412 (MD5) Declaração UFSCAR.pdf: 762831 bytes, checksum: f94579acaea54b2f2ac4763c06c19706 (MD5) / Made available in DSpace on 2017-12-13T17:46:24Z (GMT). No. of bitstreams: 2 Dissetação final corrigida dezembro.pdf: 3482457 bytes, checksum: ae6936e91b4e36f6045411e79cf8d412 (MD5) Declaração UFSCAR.pdf: 762831 bytes, checksum: f94579acaea54b2f2ac4763c06c19706 (MD5) Previous issue date: 2017-10-31 / Não recebi financiamento / This research had the objective of describing and analyzing a teaching-learning concept of Probability in two classes of the ninth elementary school, in a municipal public school in Salto de Pirapora, in the interior of the State of São Paulo. The acquisition of probabilistic language in learning concept of probability was a motivating factor for the research project. The theoretical contributions of this research involved the records of semiotic representation by Raymond Duval and the literary probabilistic in the perspective of Iddo Gal. The guiding question of the research was: "How are records of semiotic representation mobilized and coordinated in tasks involving the context probabilistic? "A field work was elaborated with activities involving classical and frequentist probability, counting and statistics and a didactic sequence using experiments sample space, probability of simple events, events composites, bar graphs, relative frequency, frequency distribution and the tree diagram. As a teacher-researcher, the production of information originated from activities developed by students in the form of written protocols, in addition to audio records of dialogues that occurred in the correction of activities and records in the logbook. The results of the analysis of the empirical material of the research revealed that the students used different registers of semiotic representation in the resolution of tasks. The mobilization and coordination of these registers support the development of students' probabilistic literacy. Like this work was derived from the analysis of a pedagogical practice, it is expected there are contributions to the teaching practice in content involving combinatorial, statistical and probability for elementary school. / Esta pesquisa teve por objetivo descrever e analisar um cenário de ensinoaprendizagem do conceito de Probabilidade em duas classes do nono ano do Ensino Fundamental, em uma escola pública da rede municipal de ensino do município de Salto de Pirapora, interior do Estado de São Paulo. A aquisição da linguagem probabilística na aprendizagem de conceitos relativos à probabilidade foi um elemento motivador para o projeto de pesquisa. Os aportes teóricos dessa pesquisa envolveu os registros de representação semiótica por Raymond Duval e o letramento probabilístico na perspectiva de Iddo Gal. A questão orientadora da investigação foi: “Como os registros de representação semiótica são mobilizados e coordenados em tarefas envolvendo o contexto probabilístico?” Foi elaborado um trabalho de campo com atividades envolvendo a probabilidade clássica e frequentista, processos de contagem e estatística e uma sequência didática que utiliza experimentos aleatórios, espaço amostral, probabilidade de eventos simples, eventos compostos, gráficos de barra, frequência relativa, tabela de distribuição de frequência e o diagrama da árvore. Na condição de professor-pesquisador, a produção de informações foi oriunda de atividades desenvolvidas pelos alunos na forma de protocolos escritos, além de registros em áudio de diálogos ocorridos na correção das atividades e registros elaborados no diário de bordo. Os resultados da análise do material empírico da pesquisa revelaram nessa pesquisa de que os alunos utilizaram diferentes registros de representação semiótica na resolução das tarefas. A mobilização e coordenação desses registros favoreceram o desenvolvimento do letramento probabilístico dos alunos. Como este trabalho foi oriundo da análise de uma prática pedagógica, espera-se que haja contribuições para a prática docente em conteúdos envolvendo combinatória, estatística e probabilidade para o Ensino Fundamental.