A construção do pensamento estatístico: organização, representação e interpretação de dados por alunos da 5ª série do Ensino Fundamental

• Ano de defesa: 2007
• Autor(a) principal: Medici, Michele
• Orientador(a): Coutinho, Cileda de Queiroz e Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: representações tabulares e gráficas; pensamento estatístico; seqüência didática; Educacao matematica; Matematica > Estudo e ensino; Estatistica (Ensino fundamental)
• Palavras-chave em Inglês: tabular and graphic representations; statistical thinking; didactic sequence
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11125

Either during our every day life or in studies or scientific researches, we evidenced the necessity of exploring tabular and graphic representations. The report from the 4th INAF stands out, among other aspects, that only 23% of the Brazilian population shows some familiarity with this kind of representations. As we believe that the sooner we begin to explore them, the better. The aim of this essay was to conceive a didactic sequence on an experimental focus in order to introduce statistics to 5th graders (nowadays belonging to the 6th year) from Ensino Fundamental (Secondary School). We are not only looking for didactic conditions that would support student s autonomous evolution on solving problems of organization, representation and interpretation of a set of data, as well as the didactic sequence which the teacher would use in order to promote the construction of the statistical thinking. Thus, we investigate the way the students interact with situations proposed by the teachers, the students´ former knowledge, hypothesis formulated by them and the way they deal with constructed knowledge. For such analysis, we made use of the surmises of Didactic Engineering and we concluded that the classes must be fulfilled with collective debates and that the students have to be in small groups and every step must be built by them and they are responsible for their research. We are able to notice that the elements for the construction of the statistical thinking could be gradually composed by the students and the representations were most of the time, badly organized and / or with incorrect or missing information. The debates led to homogeneity of the milieux which turned into the students´ learning. We raised a series of questions to be explored with them during their following school year