Detalhes bibliográficos
| Ano de defesa: |
2008 |
| Autor(a) principal: |
Simone Neto, Fernando de
 |
| Orientador(a): |
Coutinho, Cileda de Queiroz e Silva |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/11526
|
Resumo: |
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 |
