Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Orientador: Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:39:56Z (GMT). No. of bitstreams: 1 Conti_KeliCristina_D.pdf: 5817901 bytes, checksum: 702f75ecf39c5ad91fda15887f7b2c11 (MD5) Previous issue date: 2015 / Resumo: Esta pesquisa buscou compreender as aprendizagens e o desenvolvimento profissional de professores e futuros professores da Educação Infantil e dos anos iniciais do Ensino Fundamental na perspectiva do letramento estatístico em contextos colaborativos. Tais contextos se constituíram a partir da formação de um grupo de professores, futuros professores e uma pesquisadora, que se reuniram de setembro de 2010 a dezembro de 2011, num total de 20 encontros, para estudar a Estatística. O estudo também objetivou - a partir das práticas letradas - contribuir para o desenvolvimento profissional dos participantes, no que diz respeito ao conhecimento, evidenciando o letramento estatístico, buscando responder a seguinte questão: "Que indícios de desenvolvimento profissional apresentam os professores e futuros professores da Educação Infantil e dos anos iniciais do Ensino Fundamental em contextos colaborativos em práticas de letramento estatístico?". No percurso da pesquisa foram utilizados, entre outros autores, aportes teóricos de Barton e Hamilton (2004), Street (2003; 2004; 2008) e Rojo (2009; 2010) relativos ao letramento; Batanero (2001; 2002; 2013); Gal (2002), Watson (2002; 2006) e Lopes (1998; 2008; 2011) relativos à Educação Estatística e ao letramento estatístico; no que diz respeito ao desenvolvimento profissional, nossos principais aportes foram Passos et al (2006), Ponte (1995; 2011) e Fiorentini (2009; 2010; 2011), além de Hargreaves (1998) para compreender nosso contexto colaborativo. Em abordagem qualitativa (BOGDAN; BIKLEN, 1994), este é um estudo de caso (PONTE, 2006; LUDKE e ANDRE, 1986) composto pelos participantes do grupo Estatisticando. A opção pela forma narrativa ocorreu depois da observação e da descrição dos dados (vídeos, diário de pesquisa e outros materiais trazidos pelos participantes), e da escolha de alguns momentos videogravados que, após transcritos, foram analisados à luz do referencial teórico, segundo três eixos de análise: 1) Complexidade do desenvolvimento profissional; 2) Colaboração e; 3) Letramento(s). Embora a escrita e o compartilhamento de experiências pelos participantes não tivessem sido exigências, esse processo ocorreu e ganhou força se prolongando para além dos encontros do grupo, tendo gerado a publicação de textualizações narrativas, artigo e a participação em eventos. O contexto colaborativo criado e o percurso do grupo de estudos também evidenciaram que os professores e futuros professores podem ser investigadores da própria prática e, com isso, se desenvolverem profissionalmente. Mas, para tanto, necessitam de parcerias, sendo que o contexto colaborativo pode ser um bom alicerce para reflexões/ressignificações compartilhadas. Ressaltamos também que a formação continuada deve ser uma condição de trabalho do professor, que pode ajudá-los nas práticas do cotidiano docente, reconhecendo sua prática pedagógica como ponto de partida; valorizando sua formação e, em especial, a estatística; respeitando suas singularidades e potencialidades; possibilitando a ampliação dos conhecimentos e considerando suas necessidades num contexto colaborativo / Abstract: This research sought to understand the practices of learning and professional development of teachers and future teachers of the first years of Elementary School from the perspective of statistical literacy in collaborative contexts. Such contexts were constituted from the formation of a group of teachers, future teachers and a researcher, who met from September 2010 to December 2011, in a total of 20 meetings to study the Statistics. The study also aimed to contribute to the professional development of participants, from literacy practices, in relation to knowledge and showing the statistical literacy, seeking to answer the following question: "What professional development indices of teachers and future teachers have of the early years of Elementary School in collaborative contexts of statistical literacy practices?". During the research there were used theoretical contributions, among other authors, from Barton and Hamilton (2004), Street (2003; 2004; 2008) and Rojo (2009; 2010) in relation to literacy; Batanero (2001; 2002; 2013); Gal (2002), Watson (2002; 2006) and Lopes (1998; 2008; 2011) in relation to Statistical Education and Statistical Literacy; in relation to professional development, our main contributions were from Passos et al (2006), Ponte (1995; 2011) and Fiorentini (2009; 2010; 2011), besides Hargreaves (1998) to understand our collaborative context. In a qualitative approach (BOGDAN; BIKLEN, 1994), this is a study case (PONTE, 2006; LUDKE and ANDRE, 1986) composed by participants of the group "Statisticizing". The choice of narrative form occurred after the observation and description of the data (videos, journal and other materials brought by the participants), and the choice of some videotaped moments were transcript to be analyzed in the light of the theoretical framework, in accordance to three axes of analysis: 1) Complexity of professional development; 2) Collaboration and; 3) Literacy. Although the writing and the sharing of experiences by the participants were not requirements, this process gained strength and extended beyond the group meetings, generating the publication of narratives, an article and participation in events. This collaborative context and the way of the study group also showed that teachers and future teachers could be researchers of the practice and thereby develop themselves professionally. However, they need partnerships, and collaborative context can be a good foundation for reflections / shared reinterpretation. We also emphasize that continuing education should be a teachers working condition, helping them in the practices of everyday teaching and recognizing their pedagogic practice as a starting point; valuing their graduation and, in particular, the statistics; respecting their peculiarities and potential; enabling the expansion of knowledge and considering their needs in a collaborative context / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

The purpose of the study was to explore problems encountered in the teaching and learning of statistics in grade 11 and to offer ways of addressing them. A convenient sample of 100 grade 11 mathematics teachers and 448 grade 11 mathematics learners participated in the study. A descriptive survey design was used. Data were collected from the teachers using a teacher questionnaire, classroom observation schedule and teacher interview, and from learners through the use of a learner questionnaire, classroom observation schedule, diagnostic test and learner interview. The validity and reliability of all these instruments was established. Descriptive statistics and frequencies were used to analyse learner questionnaires, teacher questionnaires and learners‟ responses to a diagnostic test. Teacher and learner interviews were transcribed and classified according to themes. Classroom observations were analysed by using themes and checking for similarities and differences. The results showed that teachers had difficulty with the interpretation and calculation of measures of dispersion; representation and interpretation of data on graphs or plots; determining the five number summary; constructing and interpreting probability diagrams and tables; and interpreting probability terminology. Also, the results showed that learners experienced difficulties when using graphs to predict the results; interpreting and determining measures of dispersion; computation of quartiles when the total number of data values was even; representing data on graphs or plots; interpreting and determining measures of central tendency; constructing and interpreting probability graphs and tables; and interpreting probability terminology. The results found possible causes of the teachers‟ difficulties to be (1) their lack of statistics content knowledge; (2) inadequate textbooks; (3) in-service programmes which did not cover statistical topics, or which did not pay adequate attention to probability; and (4) teachers failure to attend these in-service teacher workshops. Further, the findings of the study were that the probable causes of learners‟ difficulties were (1) inadequate teaching of statistics topics in previous grades; (2) teachers‟ lack of content knowledge in statistics meant they had difficulty explaining concepts to learners; (3) inadequate learning material and learners‟ inability to use the statistics function mode on their calculators; and (4) learners‟ lack of conceptual knowledge of certain aspects of statistics. Lastly, the results of the study found that the possible ways to address the problems in the teaching and learning of statistics in grade 11 to be: (1) teachers should receive financial support from their schools/districts to attend in-service education and training programmes; (2) textbooks should be well written (provide thorough explanations) and contain all the information necessary to teach data handling and probability (i.e. formulae, more examples); (3) in-service teacher programmes should meet the needs of the teachers by offering topics that teachers find difficult to teach; and (4) more and longer inset programmes on probability, preferably five-day workshops, should be arranged. / Mathematics Education / M. Sc. (Mathematics, Science and Technology Education)

The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics teachers. It captured the experiences of teachers during the development of pedagogical content knowledge, to come up with the main themes that describe pedagogical content knowledge as the relevant knowledge for teaching Grade 11 and 12 statistics. The study was overall qualitative in nature and supported by some quantitative data. Questionnaires, in-class facilitated tasks/activities, in-class facilitated discussions and observations were used as the main data collection instruments. This process revealed some significant themes, described as “missed opportunities”, which were defined as incidents in which pedagogical content knowledge was needed but not used. The thesis contributes to the theoretical and knowledge base of secondary school statistics teachers in the education system by providing measures that can be used to determine professional development needs of teachers. / Mathematics Education / D. Ed. (Mathematics Education)

This study focused on the peer observation of teaching [POT] on the pedagogical content knowledge [PCK] of mathematics novice teachers in the teaching of grade 11 statistics. A case study research method was conducted on this qualitative study. Two mathematics novice teachers were purposively selected from a population of five novice teachers from a circuit in Mpumalanga Province. Data were collected using semi-structured interviews, classroom observations and document analysis. Pre-lesson and post-lesson semi-structured interviews were conducted to obtain information about each teacher’s views. The POT process began with pre-observation meeting with the two novice teachers to discuss the modalities of the POT process and ended with the post-observation feedback meeting in which general evaluation and reflection of the process took place. Results show that the two mathematics novice teachers’ classroom management skills improved. Furthermore, findings reveal that the two novice teachers improved in the use of instructional strategies as they moved from using teacher-centred strategies like the lecture method to using learner-centred instructional strategies such as oral probing and group work, among others, in which they interacted more with learners. The novice teachers also improved in identifying learners’ misconceptions and learning difficulties. At the end of the study, the two novice teachers openly expressed that the POT process gave them the opportunity to improve in studying and teaching statistical content in depth. / Mathematics Education / M. Ed. (Mathematics Education)

The aim of this study was to validate an instrument that can be used by instructors or social scientist who are interested in evaluating statistics anxiety. The psychometric properties of the English version of the Statistical Anxiety Scale (SAS) was examined through a confirmatory factor analysis of scores from a sample of 323 undergraduate social science majors enrolled in colleges and universities in the United States. In previous studies, the psychometric properties of the Spanish and Italian versions of the SAS were validated; however, the English version of the SAS had never been assessed. Inconsistent with previous studies, scores on the English version of the SAS did not produce psychometrically acceptable values of validity. However, the results of this study suggested the potential value of a revised two-factor model SAS to measure statistics anxiety. Additionally, the Attitudes Towards Statistics (ATS) scale was used to examine the convergent and discriminant validities of the two-factor SAS. As expected, the correlation between the two factors of the SAS and the two factors of the ATS uncovered a moderately negative correlation between examination anxiety and attitudes towards the course. Additionally, the results of a structural regression model of attitudes towards statistics as a predictor of statistics anxiety suggested that attitudes towards the course and attitudes towards the field of statistics moderately predicts examination anxiety with attitudes towards the course having the greatest influence. It is recommended that future studies examine the relationship between attitudes towards statistics, statistics anxiety, and other variables such as academic achievement and instructional style.

This study explored the effectiveness of a student question creation process engaging students actively in self, peer, and instructor interaction in development of affective, cognitive, and meta-cognitive skills. Employing a mixed-methods sequential explanatory design assigning both treatment and control activities sequentially in an alternating pattern over a six week period, students' performance on exams as well as their perceptions of various aspects of the student question creation process were used to evaluate the effectiveness of student-created questions (SCQs) activities as a cognitive strategy and to identify factors contributing to the effectiveness of question creation activities on students' learning. Subjects of this study were high performing and highly motivated graduate students in an 8-week online biomedical statistics course, part of a specialized master's program designed for medical school preparation. Survey findings and focus groups strongly supported the student question creation process as a facilitator of higher order thinking. However, the relatively short study duration, comparison of student question creation with another competing method for facilitating learning (discussion board) and not a pure control group, and availability of a common study guide course with student-created questions on all course topics may have muted assessment of the full impact of the strategy on learning. Although practically difficult in an education environment, further research to assess fully the impact of the student question creation strategy is desirable especially if these confounding factors can be greatly minimized, if not eliminated.

The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics teachers. It captured the experiences of teachers during the development of pedagogical content knowledge, to come up with the main themes that describe pedagogical content knowledge as the relevant knowledge for teaching Grade 11 and 12 statistics. The study was overall qualitative in nature and supported by some quantitative data. Questionnaires, in-class facilitated tasks/activities, in-class facilitated discussions and observations were used as the main data collection instruments. This process revealed some significant themes, described as “missed opportunities”, which were defined as incidents in which pedagogical content knowledge was needed but not used. The thesis contributes to the theoretical and knowledge base of secondary school statistics teachers in the education system by providing measures that can be used to determine professional development needs of teachers. / Mathematics Education / D. Ed. (Mathematics Education)