Made available in DSpace on 2016-04-27T17:13:05Z (GMT). No. of bitstreams: 1 Fernando de Simone Neto.pdf: 2174759 bytes, checksum: b215fe75b93caa251c4e99321276d818 (MD5) Previous issue date: 2008-12-27 / Made available in DSpace on 2016-08-25T17:25:35Z (GMT). No. of bitstreams: 2 Fernando de Simone Neto.pdf.jpg: 3620 bytes, checksum: dd457ce0cb0e09276d5bad01b55addf2 (MD5) Fernando de Simone Neto.pdf: 2174759 bytes, checksum: b215fe75b93caa251c4e99321276d818 (MD5) Previous issue date: 2008-12-27 / In this study we have the target of analyzing the Statistics teaching in the High School textbooks approved by PNLEM (2006), and if these ones follow the official recommendations for the High School level. We analyzed six collections according to the Praxeological Organization (Chevallard 1999) considering the mathematical organization suggested by him. Regarding this, we will analyze the tasks, techniques and the theoretical-technological discourse, to verify if it makes the development of statistical literacy possible and the level that the student is able to achieve with the activities inside the textbooks: cultural, functional or scientific. Through the analysis done, we aimed to identify the didactic organization proposed in the textbooks concerning the statistical concepts, to verify if they help the development of statistical literacy, in terms of proportion and distribution of contents. We tried thus, to understand the option of syllabus developed in the didactic collections regarding statistics. We observed that four from the six collections analyzed make possible the achievement of the cultural level of statistical literacy. One collection achieves the cultural level very close to the functional one and another one the functional level that is satisfactory. We can conclude, through this analysis, that the majority of the textbooks indicated for the High School level are not in accordance with the official recommendations and do not develop the skills to interpret, evaluate and discuss data. Consequently, the student will not be able to take decisions concerning daily situations if he depends on the knowledge acquired from these textbooks only / Neste estudo temos o intuito de analisar o ensino da Estatística nos livros didáticos do Ensino Médio aprovados pelo PNLEM (2006), e se estes seguem as recomendações oficiais para o Ensino Médio. Foram analisadas seis coleções segundo a Organização Praxeológica (Chevallard 1999) considerando a organização matemática por ele sugerida. Em relação a esta, analisaremos as tarefas, técnicas e o discurso teóricotecnológico, para verificar se possibilita o desenvolvimento do letramento estatístico e qual nível o aluno tem condições de atingir com as atividades contidas no livro didático: cultural, funcional ou científico. Por meio das análises feitas, procuramos identificar a organização didática das propostas dos livros didáticos em relação aos conceitos estatísticos, para verificar se elas ajudam a desenvolver a construção do letramento estatístico, em termos de proporção e distribuição de conteúdos. Tentamos assim, compreender a opção de currículo desenvolvida nas coleções didáticas em relação à Estatística. Observamos que quatro das seis coleções analisadas possibilitam que se atinja o nível cultural do letramento estatístico. Uma coleção atinge o nível cultural muito próximo do funcional e a outra o nível funcional que é o satisfatório. Podemos concluir, por meio das análises, que a maioria dos livros didáticos indicados para o Ensino Médio não estão de acordo com as recomendações oficiais e não desenvolvem as competências para interpretar, avaliar e discutir dados. Conseqüentemente, o aluno não estará apto a tomar decisões no que diz respeito a situações cotidianas se depender apenas do conhecimento adquirido por meio desses livros

Made available in DSpace on 2016-04-27T16:59:03Z (GMT). No. of bitstreams: 1 Eliana Maria Bauschert de Freitas.pdf: 5541059 bytes, checksum: 799f82232e6cb4ca94dd8a9043330f29 (MD5) Previous issue date: 2010-05-10 / Secretaria da Educação do Estado de São Paulo / The purpose of this project was to verify the level of statistical literacy of two teachers of the High School which work with statistics. Also, tired to extensity the influence of the use of computational environment, in case software FATHOM, in the evolution of the levels of graphical reading and, consequently, literacy, using simultaneous and differents registers of semiotic representation. We found to answer these questions: Which is the level of statistic literacy of the Mathematics teachers in High School who works with Descriptive Statistic? How these people perceive the simultaneous use of different registers of semiotics representation for analysis of a data set, with or without the use of computational environment? For these were used the methodology Didactics Engineering, developing a study of case with two mathematics teachers of the High School who had already worked with some concepts of Descriptive Statistic in their courses. The analysis of the interviews allowed to notice that the teachers oscillated between the levels of scientific literacy and functional literacy and the use of the software made easier the perception of the necessity and advantages to work simultaneously with more one register of semiotic representation / Este trabalho teve como objetivo verificar o nível de letramento estatístico de duas professoras da Escola Básica, que trabalham com estatística em suas aulas. Buscou-se também identificar à influência do uso de um ambiente computacional, no caso o software FATHOM, na evolução dos níveis de leitura gráfica e, portanto, de letramento, pela possibilidade da utilização simultânea de diferentes registros de representação semiótica. Procurou-se responder às seguintes questões: Qual é o nível de letramento estatístico de professores de Matemática do Ensino Médio que trabalham, em sua prática docente, com os conteúdos da Estatística Descritiva? Como estes percebem o uso simultâneo de vários registros de representação semiótica para a análise de um conjunto de dados, com ou sem o uso do ambiente informatizado? Para tanto, foram utilizados como metodologia os pressupostos da Engenharia Didática, desenvolvendo um estudo de caso com duas professoras de Matemática da Escola Básica, que já tinham trabalhado com alguns conceitos da Estatística Descritiva em suas aulas. A análise das entrevistas permitiu perceber que as professoras oscilaram entre os níveis de letramento funcional e científico e que o uso do software foi um facilitador para a percepção da necessidade e das vantagens de se trabalhar simultaneamente com mais de um registro de representação semiótica

Each year thousands of students enrol in introductory statistics courses at universities throughout Australia, bringing with them formal and informal statistical knowledge and reasoning, as well as a wide range of basic numeracy skills, mathematical inclinations and attitudes towards statistics, which have the potential to impact on their ability to develop statistically. This research develops and investigates measures of each of these components for students at the interface of secondary and tertiary education, and investigates the relationships that exist between them, and a range of background variables. The focus of the research is on measuring and analysing levels and abilities in statistical reasoning for a range of students at the tertiary interface, with particular interest also in investigating their basic numeracy skills and how these may or may not link with statistical reasoning allowing for other variables and factors. Information from three cohorts in an introductory data analysis course, whose focus is real data investigations, provides basis for the research. This course is compulsory for all students in degree programs associated with all sciences or mathematics. The research discusses and reports on the development of questionnaires to measure numeracy and statistical reasoning and the students' attitudes and reflections on their prior school experiences with statistics. Students' attitudes are found to be generally positive, particularly with regard to their self-efficacy. They are also in no doubt as to the links that exist between mathematics and statistics. The Numeracy Questionnaire, developed to measure pre-calculus skills relevant to an introductory data analysis course which emphasises real data investigations, demonstrates that many students who have completed a basic algebra and calculus senior school subject struggle with skills which are in the pre-senior curricula. Direct examination of the responses helps to understand where and why difficulties tend to occur. Rasch analysis is used to validate the questionnaire and assist in the description of levels of skill. General linear models demonstrate that a student's numeracy score depends on the result obtained in senior mathematics, whether or not the student is a mathematics student, gender, whether or not higher level mathematics has been studied, self-efficacy and year. The research indicates that either the pre-senior curricula need strengthening or that exposure to mathematics beyond the core senior course is required to establish confidence with basic skills particularly when applied to new contexts and multi- step situations. The Statistical Reasoning Questionnaire (SRQ) is developed for use in the Australian context at the secondary/tertiary interface. As with the Numeracy Questionnaire, detailed examination of the responses provides much insight into the range and features of statistical reasoning at this level. Rasch analyses, both dichotomous and polychotomous, are used to establish the appropriateness of this instrument as a measuring tool at this level. The polychotomous, Rasch partial credit model is also used to define a new approach to scoring a statistical reasoning instrument and enables development and application of a hierarchical model and measures levels of statistical reasoning appropriate at the school/tertiary interface. General linear models indicate that numeracy is a highly significant predictor of statistical reasoning allowing for all other variables including tertiary entrance score and students' backgrounds and self-efficacy. Further investigation demonstrates that this relationship is not limited to more difficult or overtly mathematical items on the SRQ. Performance on the end of semester component of assessment in the course is shown to depend on statistical reasoning at the beginning of semester as measured by the partial credit model, allowing for all other variables. Because of the dominance of the relationship between statistical reasoning (as measured by the SRQ) and numeracy on entry, some further analysis of the end of semester assessment is carried out. This includes noting the higher attrition rates for students with less mathematical backgrounds and lower numeracy.

Especially in connection with the results of the PISA research, the literacy in the natural science field has been lately becoming the topic of scientific discussion. It had become apparent that Czech students attain lower levels of procedural knowledge and face difficulties in evaluation and planning of natural scientific research, when compared to student of other countries. In order to be able to make use of the synergy effect between the natural science literacy and statistical literacy, it is crucial for the students themselves to be literate in statistics. The presented doctoral dissertation focuses on the importance and the matter of statistical literacy among natural science and biology students of pedagogy. The goal of this dissertation is to describe the current state of statistical literacy among students of pedagogy in natural science field. In view of the complexity of the given task; sectional goals have been proposed and executed. Firstly, the expected attainment level among the first year students of universities and colleges is analyzed, with the use of contextual analysis of documents from the Framework educational programs for primary and secondary schools. This analysis shows, what statistical knowledge are pedagogy students of natural science and biology expected to have, based on the...

Denna studie syftar till att undersöka vilka möjligheter till lärande genom lärtillfällen (”opportunities to learn” [OTL]) elever ges i mellanstadiet i att utveckla statistisk litteracitet. Statistisk litteracitet beskrivs av forskare som en viktig förmåga för individen som demokratisk rättighet för att, i den allt mer digitala värld vi lever i, kunna föra och följa statistiska argument och kunna fatta välgrundade beslut utifrån statistisk information. I tidigare forskning framkommer det att undervisning i matematik inte sällan baseras på läromedel. Därav görs i denna studie en kvantitativ innehållsanalys av tabeller och diagram i fyra olika läromedelsserier genom årskurs 4–6. Frågeställningarna som avser ge resultat är (1) I vilken omfattning får eleverna möta uppgifter inom de olika nivåerna av statistisk litteracitet i läromedelsserier? samt (2) Hur ser fördelningen och progressionen av nivåerna ut genom årskurs 4–6? Läromedlen analyseras genom Curcios fyra nivåer för kategorisering av statistisk litteracitet. Nivå 1 (N1) “reading the data”, nivå 2 (N2) “reading between the data”, nivå 3 (N3) “reading beyond the data” och nivå 4 (N4) “reading behind the data”. N1 och N2 är de grundläggande nivåerna som innebär att frågorna leder till direkt avläsning, beräkningar eller jämförelser som explicit är uttryckt i datan. Nivåerna N3 och N4 innebär frågor som leder till att dra slutsatser som inte explicit uttrycks i data genom kritisk granskning, förutspå eller generalisera utifrån statistisk information. Kategoriseringen visar att fördelningen av uppgifterna är inom N1 och N2 samt att en tydlig progression saknas i läromedelsserierna. För att utvecklas att bli statistiskt litterat behöver man ges tillräckligt med OTL inom alla dessa nivåer. Studien fann däremot att 99,7% av uppgifterna totalt kategoriserades inom de lägre nivåerna, N1 och N2. Detta kan tolkas som att läromedlen inte ger elever tillräckliga OTL i att utveckla statistisk litteracitet vilket kan påverka elevernas förutsättningar att fatta välgrundade beslut i sin vardag.