O presente trabalho tem como objetivo apresentar os principais resultados analisados em uma prática de ensino, realizada no segundo semestre de 2013, com um grupo de alunos do 9° ano do ensino fundamental na cidade de Esteio, Rio Grande do Sul. As atividades foram realizadas com o propósito de investigar possíveis contribuições de uma abordagem versando sobre o tema água e consumo consciente para aprendizagem significativa em Estatística e Matemática. Visando a identificar se os objetivos foram atingidos, à luz da teoria da aprendizagem significativa, de David Ausubel, realizou-se um estudo exploratório descritivo do material produzido durante as aulas, além da análise de anotações, via relatório da prática, sendo este um estudo de caso. Os resultados obtidos permitiram concluir que o projeto apresentou algumas contribuições para a aprendizagem significativa de conceitos matemáticos e estatísticos, no referido nível de ensino, pois na análise das falas dos alunos e na avaliação do material produzido por eles aparecem referências corretas aos conceitos de Estatística e de Matemática utilizados na prática de ensino. / This paper aims to present the main results analyzed in a teaching practice conducted in the second half of 2013, with a group of students from the 9th grade of elementary school in the city of Esteio, Rio Grande do Sul. Activities were performed with the purpose of investigating possible contributions a dealing approach to the subject water and conscious consumption development for meaningful learning in statistics and mathematics. To identify whether objectives were achieved, in the light of David Ausubel’s meaningful learning theory, an exploratory descriptive study was conducted on the material produced during lessons and also through the analysis of report notes of the practice, becoming a case study. The results indicate that the interdisciplinary project provided some significant contributions to the learning of mathematical concepts and statistical in that level of education, because in the analysis of the speech of students and evaluation of the material produced by them appear correct references to the concepts of statistics used in teaching practice.

O presente trabalho tem como objetivo apresentar os principais resultados analisados em uma prática de ensino, realizada no segundo semestre de 2013, com um grupo de alunos do 9° ano do ensino fundamental na cidade de Esteio, Rio Grande do Sul. As atividades foram realizadas com o propósito de investigar possíveis contribuições de uma abordagem versando sobre o tema água e consumo consciente para aprendizagem significativa em Estatística e Matemática. Visando a identificar se os objetivos foram atingidos, à luz da teoria da aprendizagem significativa, de David Ausubel, realizou-se um estudo exploratório descritivo do material produzido durante as aulas, além da análise de anotações, via relatório da prática, sendo este um estudo de caso. Os resultados obtidos permitiram concluir que o projeto apresentou algumas contribuições para a aprendizagem significativa de conceitos matemáticos e estatísticos, no referido nível de ensino, pois na análise das falas dos alunos e na avaliação do material produzido por eles aparecem referências corretas aos conceitos de Estatística e de Matemática utilizados na prática de ensino. / This paper aims to present the main results analyzed in a teaching practice conducted in the second half of 2013, with a group of students from the 9th grade of elementary school in the city of Esteio, Rio Grande do Sul. Activities were performed with the purpose of investigating possible contributions a dealing approach to the subject water and conscious consumption development for meaningful learning in statistics and mathematics. To identify whether objectives were achieved, in the light of David Ausubel’s meaningful learning theory, an exploratory descriptive study was conducted on the material produced during lessons and also through the analysis of report notes of the practice, becoming a case study. The results indicate that the interdisciplinary project provided some significant contributions to the learning of mathematical concepts and statistical in that level of education, because in the analysis of the speech of students and evaluation of the material produced by them appear correct references to the concepts of statistics used in teaching practice.

O presente trabalho tem como objetivo apresentar os principais resultados analisados em uma prática de ensino, realizada no segundo semestre de 2013, com um grupo de alunos do 9° ano do ensino fundamental na cidade de Esteio, Rio Grande do Sul. As atividades foram realizadas com o propósito de investigar possíveis contribuições de uma abordagem versando sobre o tema água e consumo consciente para aprendizagem significativa em Estatística e Matemática. Visando a identificar se os objetivos foram atingidos, à luz da teoria da aprendizagem significativa, de David Ausubel, realizou-se um estudo exploratório descritivo do material produzido durante as aulas, além da análise de anotações, via relatório da prática, sendo este um estudo de caso. Os resultados obtidos permitiram concluir que o projeto apresentou algumas contribuições para a aprendizagem significativa de conceitos matemáticos e estatísticos, no referido nível de ensino, pois na análise das falas dos alunos e na avaliação do material produzido por eles aparecem referências corretas aos conceitos de Estatística e de Matemática utilizados na prática de ensino. / This paper aims to present the main results analyzed in a teaching practice conducted in the second half of 2013, with a group of students from the 9th grade of elementary school in the city of Esteio, Rio Grande do Sul. Activities were performed with the purpose of investigating possible contributions a dealing approach to the subject water and conscious consumption development for meaningful learning in statistics and mathematics. To identify whether objectives were achieved, in the light of David Ausubel’s meaningful learning theory, an exploratory descriptive study was conducted on the material produced during lessons and also through the analysis of report notes of the practice, becoming a case study. The results indicate that the interdisciplinary project provided some significant contributions to the learning of mathematical concepts and statistical in that level of education, because in the analysis of the speech of students and evaluation of the material produced by them appear correct references to the concepts of statistics used in teaching practice.

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Τα τελευταία χρόνια παρατηρείται μία μεταρρύθμιση στα Αναλυτικά Προγράμματα Σπουδών των Μαθηματικών, διεθνώς, ως προς την θέση που κατέχουν τα Στοχαστικά Μαθηματικά (Στατιστική και Πιθανότητες) σε αυτά. Στη χώρα μας αυτή η αλλαγή συντελείται με την εισαγωγή του νέου Α.Π.Σ. (2011) των Μαθηματικών για την υποχρεωτική εκπαίδευση, στο οποίο η Στατιστική κατέχει ιδιαίτερη θέση. Για να μπορέσει, όμως, το νέο Α.Π.Σ. να εφαρμοστεί με αποτελεσματικότητα είναι απαραίτητο πρώτα οι δάσκαλοι να έχουν κατανοήσει σε βάθος το αντικείμενο της Στατιστικής που καλούνται να διδάξουν. Με αφορμή την διαπίστωση αυτή, στην παρούσα διατριβή διερευνήθηκαν οι γνώσεις που χρειάζεται να έχουν οι υποψήφιοι δάσκαλοι και αξιολογήθηκαν οι υπάρχουσες γνώσεις τους σε σχέση με την ύλη της Στατιστικής που καλούνται να διδάξουν μετά το πέρας των σπουδών τους αλλά και υπό το πρίσμα του Στατιστικού Γραμματισμού. Για τον προσδιορισμό των γνώσεων που χρειάζονται να έχουν οι υποψήφιοι δάσκαλοι αναλύθηκαν τα Α.Π.Σ. (Ελλάδας και χωρών του εξωτερικού) και τα σχολικά εγχειρίδια ως προς τη θέση της Στατιστικής σε αυτά. Επιπλέον, διερευνήθηκαν οι Μεγάλες Ιδέες της Στατιστικής μέσω της βιβλιογραφικής ανασκόπησης. Η διαμόρφωση του θεωρητικού πλαισίου στηρίχτηκε στο πώς ορίζεται η γνώση για την διδασκαλία των Μαθηματικών αλλά και ειδικότερα της Στατιστικής, στην έννοια του Στατιστικού Γραμματισμού και στον διαχωρισμό της γνώσης στην εννοιολογική και διαδικαστική διάσταση της. Η μεθοδολογική προσέγγιση που χρησιμοποιήθηκε εντάσσεται στην ποιοτική έρευνα και βασίστηκε σε έναν αναδυόμενο ερευνητικό σχεδιασμό. Για τους σκοπούς της έρευνας κατασκευάστηκε και διανεμήθηκε ένα ερωτηματολόγιο με ερωτήσεις ανοικτού τύπου σε 100 υποψήφιους δασκάλους και στη συνέχεια διενεργήθηκαν συνεντεύξεις με 15 από αυτούς. Για την ανάλυση των απαντήσεων των συμμετεχόντων χρησιμοποιήθηκε η ταξινομία SOLO (Biggs & Collis, 1982, 1991) σε συνδυασμό με μία μέθοδο αξιολόγησης που έχει προταθεί από την Garfield (1993). Μέσω των αποτελεσμάτων της παρούσας έρευνας αναδείχθηκε ότι η στατιστική γνώση του περιεχομένου των συμμετεχόντων δεν ήταν επαρκής ενώ η παιδαγωγική γνώση του περιεχομένου τους ήταν ελλιπής. Συγκεκριμένα, οι συμμετέχοντες αντιμετώπισαν δυσκολία στο να αξιολογήσουν τις λανθασμένες απαντήσεις μαθητών και να προτείνουν την ενδεδειγμένη λύση. Επιπροσθέτως, σε αρκετές περιπτώσεις επαναλάμβαναν τα λάθη και τις παρανοήσεις των μαθητών. Προέκυψε, επομένως, ότι δεν είναι σε θέση να αναπτύξουν τον Στατιστικό Γραμματισμό στους μελλοντικούς μαθητές τους. Έχοντας ως βάση αυτά τα αποτελέσματα διατυπώθηκε μία ολοκληρωμένη πρόταση εισαγωγής, στα Παιδαγωγικά Τμήματα Δημοτικής Εκπαίδευσης, μαθημάτων που το περιεχόμενο τους θα εστιάζει στην μάθηση και την διδασκαλία της Στατιστικής για το Δημοτικό σχολείο. / This thesis explores the knowledge needed for teaching statistics at the elementary (primary) school level. It is a fact, that statistics has a relatively short history in the elementary school curriculum, compared with mathematics. Recent research in statistics education has prompted a worldwide move away from the teaching of statistical skills, towards a deeper understanding of statistical notions aiming to the statistical literacy of students and subsequently adults. The new nationally mandated curriculum of Greece reflects this move. Consequently, little is known about the knowledge needed to teach statistics effectively. An analytic study of the current literature, including national standards and school textbooks, was conducted to identify the important aspects of statistical knowledge for teaching. Ideas from three contemporary areas of research, namely teacher knowledge (content and pedagogical) in relation to mathematics and statistics, statistical literacy and procedural and conceptual knowledge are incorporated in a framework for exploring knowledge for teaching statistics and for assessing this kind of knowledge. The study’s methodological approach is based on an emergent research design. A written assessment instrument was developed and administered to a sample of 100 prospective elementary school teachers. The purpose of the instrument was to gather data in order to describe teachers’ conceptions for teaching statistics at the level of elementary school. A subset of the sample (n = 15) was interviewed to provide deeper insight into their conceptions and to assure reliability of the instrument. The data produced in response to the written item were examined in light of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs & Collis, 1982, 1991) and a scoring method offered by Garfield (1993). The results of this study indicate that prospective elementary school teachers may not be prepared to teach statistics at the level of depth that is needed according to the new curriculum. Their statistical content knowledge is not enough while their pedagogical content knowledge is limited. In particular, participants showed difficulties in judging students’ answers and identifying students’ misconceptions. There are several implications that are drawn from the results including the importance of a statistics course during teacher preparation programs and careful consideration during the creation of curricular materials, like new textbooks.

published_or_final_version / Education / Master / Master of Education