Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-06-29T11:48:03Z No. of bitstreams: 2 Dissertação - Kleber Duarte de Moraes - 2018.pdf: 5266704 bytes, checksum: b1a97f1306aca08de9eb1bd8b97ea9dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-29T11:54:29Z (GMT) No. of bitstreams: 2 Dissertação - Kleber Duarte de Moraes - 2018.pdf: 5266704 bytes, checksum: b1a97f1306aca08de9eb1bd8b97ea9dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-29T11:54:29Z (GMT). No. of bitstreams: 2 Dissertação - Kleber Duarte de Moraes - 2018.pdf: 5266704 bytes, checksum: b1a97f1306aca08de9eb1bd8b97ea9dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-23 / Analyze the hypothesis that the use of the spreadsheet aiding the teaching of the content of statistics, for students of the third grade of high school, favors the meaningful learning of Ausubel. / Analisar a hipótese de que o uso da planilha eletrônica auxiliando o ensino do conteúdo de estatística, para alunos da 3ª série do ensino médio, favorece a aprendizagem significativa de Ausubel.

Statistical Content in Middle Grades Mathematics Textbooks Maria Consuelo (Suzie) Capiral Pickle Abstract This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: Glencoe Math Connects, Prentice Hall Mathematics, Connected Mathematics Project, and University of Chicago School Mathematics Project. There were three phases for the data analysis. Phase 1 addressed the location and sequence of the statistical concepts. Phase 2 focused upon an examination of the lesson narrative, its components and scope. Phase 3 analyzed the level of cognitive demand required of the students to complete the exercises, and the total number of exercises per statistical concept. These three phases taken together provided insight into students' potential opportunity to learn statistical topics found in middle grades mathematics textbooks. Results showed that concepts, such as measures of central tendency, were repeated in several grades while other topics such as circle graphs were presented earlier than the recommendations in documents such as the National Council of Teachers of Mathematics Principles and Standards (2000) and the Common Core State Standards (2010). Further results showed that most of the statistical content was found in a chapter near the end of the book that would likely not be covered should time run short. Also, each textbook had a particular lesson narrative style. Moreover, most of the statistical exercises required low level cognitive demand of the students to complete the exercises, potentially hindering the development of deep understanding of the concepts.