The problem of the research is systematic approach and accessibility of the content of developing statistical skills for primary school pupils. The content of developing elements of statistical skills and probability theory integrates pupils’ mathematical skills, knowledge of the content of other subjects, general skills of cognition and their personal experience, therefore it is a general problem of primary education; A system of items intended for teaching elements of statistics and probability theory is valid and accessible for pupils provided it covers: - technical skills of statistics (an ability to read and represent data); - skills of mathematical operations (to calculate the mean, classify data, round off numbers, grasp elements of probability theory, determine percentage of a number); - cognitive skills of the level accessible to pupils (ability to word a problem, define a hypothesis, compile data to verify the hypothesis, analyse and interpret data, draw conclusions). The premises for successful development of primary school pupils’ statistical skills are as follows: - development of primary school teachers’ statistical skills in the framework of their academic and continued education; - establishment of the content of developing statistical skills corresponding to international standards in the general curricula of the primary school; - provision of teaching statistics and probability theory elements based in the skills acquired in the primary school in the... [to full text]

A escola hoje tem o desafio de atuar na formação de cidadãos capazes de consumir e pensar criticamente as informações que permeiam suas vidas diariamente, que saibam tomar decisões e participem positivamente na construção da sociedade em que vivem. Com o objetivo de colaborar nessa formação, apresenta-se uma proposta de ensino de Matemática, com foco nos conteúdos estatísticos, que possa contribuir no desenvolvimento das competências de letramento, raciocínio e pensamento estatísticos dos alunos. Para isso, utilizaram-se sequências de ensino, contextualizadas com temas do cotidiano selecionados pelo grupo de estudantes, elaboradas a partir de questionários que traçaram o perfil e conhecimentos prévios do grupo. A base para a formalização e análise das sequências foram os pressupostos dos registros de representação semiótica de Duval (2003). Ao final, investigaram-se as habilidades desenvolvidas e as impressões dos alunos por meio de questionários finais. O método utilizado foi pesquisa-ação e o trabalho realizado foi com alunos de duas turmas de 3º ano do Ensino Médio, de uma escola pública do interior do estado de São Paulo. A pesquisa desenvolvida mostrou a importância do ensino e aprendizagem de conceitos estatísticos durante toda a trajetória escolar. O desenvolvimento da proposta foi considerado positivo, pois os alunos participaram ativamente e responderam a ela de forma satisfatória. / The current school has the challenge of acting the formation of citizens who are able to consume and think critically the information that permeates their daily lives, who know how to make choices and participate positively in the construction of the society in which they live. With the objective of collaborating in this training, a proposal of Mathematics teaching is presented, with a focus on statistical content, which can contribute to the development of students` literacy, reasoning and statistical thinking skills. Therefore, teaching sequences were used, contextualized with themes of daily life selected by the group of students, elaborated from questionnaires that traced the profile and previous knowledge of the group. The basis for the formalization and analysis of the sequences were the Duval`s (2003) assumptions of the semiotic representation records. At the end, student`s skills and impressons were investigated through final questionnaires. The used method was action research and the work was carried out with students from two classes of 3rd year of High School, from a public school in a state of São Paulo small town. The developed research showed the importance of teaching and learning statistical concepts throughout the school trajectory. The development of the proposal was considered positive, since the students participated actively and responded to it in a satisfactory way.

A escola hoje tem o desafio de atuar na formação de cidadãos capazes de consumir e pensar criticamente as informações que permeiam suas vidas diariamente, que saibam tomar decisões e participem positivamente na construção da sociedade em que vivem. Com o objetivo de colaborar nessa formação, apresenta-se uma proposta de ensino de Matemática, com foco nos conteúdos estatísticos, que possa contribuir no desenvolvimento das competências de letramento, raciocínio e pensamento estatísticos dos alunos. Para isso, utilizaram-se sequências de ensino, contextualizadas com temas do cotidiano selecionados pelo grupo de estudantes, elaboradas a partir de questionários que traçaram o perfil e conhecimentos prévios do grupo. A base para a formalização e análise das sequências foram os pressupostos dos registros de representação semiótica de Duval (2003). Ao final, investigaram-se as habilidades desenvolvidas e as impressões dos alunos por meio de questionários finais. O método utilizado foi pesquisa-ação e o trabalho realizado foi com alunos de duas turmas de 3º ano do Ensino Médio, de uma escola pública do interior do estado de São Paulo. A pesquisa desenvolvida mostrou a importância do ensino e aprendizagem de conceitos estatísticos durante toda a trajetória escolar. O desenvolvimento da proposta foi considerado positivo, pois os alunos participaram ativamente e responderam a ela de forma satisfatória. / The current school has the challenge of acting the formation of citizens who are able to consume and think critically the information that permeates their daily lives, who know how to make choices and participate positively in the construction of the society in which they live. With the objective of collaborating in this training, a proposal of Mathematics teaching is presented, with a focus on statistical content, which can contribute to the development of students` literacy, reasoning and statistical thinking skills. Therefore, teaching sequences were used, contextualized with themes of daily life selected by the group of students, elaborated from questionnaires that traced the profile and previous knowledge of the group. The basis for the formalization and analysis of the sequences were the Duval`s (2003) assumptions of the semiotic representation records. At the end, student`s skills and impressons were investigated through final questionnaires. The used method was action research and the work was carried out with students from two classes of 3rd year of High School, from a public school in a state of São Paulo small town. The developed research showed the importance of teaching and learning statistical concepts throughout the school trajectory. The development of the proposal was considered positive, since the students participated actively and responded to it in a satisfactory way.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-16T12:32:27Z No. of bitstreams: 1 leonardobertholdodeassis.pdf: 1733794 bytes, checksum: fcd91765670d9db476cb84cba8b99b11 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-27T21:29:34Z (GMT) No. of bitstreams: 1 leonardobertholdodeassis.pdf: 1733794 bytes, checksum: fcd91765670d9db476cb84cba8b99b11 (MD5) / Made available in DSpace on 2016-06-27T21:29:34Z (GMT). No. of bitstreams: 1 leonardobertholdodeassis.pdf: 1733794 bytes, checksum: fcd91765670d9db476cb84cba8b99b11 (MD5) Previous issue date: 2015-12-04 / O presente trabalho tem por objetivo observar e analisar como atividades exploratórias podem contribuir para a formação do usuário de Estatística, que deve ser um cidadão crítico e ativo diante de informações estatísticas. O trabalho fundamentou-se teoricamente em aspectos da Educação Estatística, com foco nas competências estatísticas, literacia estatística, raciocínio estatístico e pensamento estatístico. A pesquisa de campo foi realizada com alunos do curso de Administração que já haviam estudado a disciplina Estatística básica anteriormente. Foram aplicadas três atividades para a verificação do desenvolvimento das competências nos alunos através da análise dos registros das resoluções. Os resultados obtidos apontam positivamente para o desenvolvimento, principalmente do pensamento estatístico, que julgamos essencial para a formação do usuário de estatística. / This study aims to observe and analyze how exploratory activities can contribute to the formation of the statistical user, which is a critical and active citizen on statistical information. The work is theoretically grounded in aspects of Statistics Education, focusing on statistics skills: statistical literacy, statistical reasoning and statistical thinking. The field research was conducted with Management Course students who had already studied the basic Statistics course before. Three activities to verify the development of skills in students by analyzing the records of the resolutions were applied. The results point to a positive development, especially of statistical thinking, which we consider essential for the formation of the statistical user.