Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Araújo, José Ronaldo Alves
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| Orientador(a): |
Abar, Celina Aparecida Almeida Pereira
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/39696
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Resumo: |
This research focuses on the discussion about digital resources in Statistical Education about the possible contributions of Gapminder, GeoGebra and SPSS in the constructions and graphical analysis of data. The study was carried out during the author's doctoral internship, from October 2021 to January 2022, at the Linz School of Education of Johannes Kepler Universität, Austria, during the researcher's participation in the statistics classes organized by Professor Dr. Zsolt Lavicza to students of Geography, Physical Education, among other courses, for the initial training of teachers. Throughout the course, activities were proposed in which future teachers used digital technological resources to analyze data of various real problems. Results of preliminary research conducted indicate the scarcity of studies for the use of digital technologies in the teaching of statistics. It is part of the theoretical references the proposition about Data Visualization because it allows to explore and effectively communicate relevant information about large volumes of data through graphical representations. In addition, the concept of transnumeration was also adopted and refers to the idea of forming and changing data representations of a system to reach a better understanding of them. The three proposed activities, built with reference to the PPDAC investigative cycle (problem, plan, data, analyses and conclusions), with each of the digital resources, allowed the future teachers to delimit problems relevant to them, perform searches, cleaning and organization of the data related to the chosen problems. The study of the reports produced by five pairs of future teachers, identified which productions would constitute as analysis material for this study and, thus, the corpus of analysis of this research presents the results of the reports of two of the groups that, in the light of the theoretical references of transnumeration and data visualization, were analyzed. In the first activity with Gapminder the organization and graphical analysis of data was a process carried out to contribute to the understanding of the variables explored. The second activity had as objectives that the participants could import, organize, build data representations mediated by GeoGebra and their respective analyses. In the third activity, with the integration of the SPSS, the participants performed correlation analyses of at least three pairs of variables and interpreted the results, seeking to meet the phases of the investigative cycle. In the results obtained, the contributions of each of the digital technological resources can be verified and indicate that their integration can significantly complement the learning of statistical object |
