Uma sequência didática para o ensino de conceitos em probabilidade e estatística

• Ano de defesa: 2023
• Autor(a) principal: Rosa, Bruno Castilho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Sequência Didática; Sequência de Ensino-Aprendizagem; Pesquisa Baseada em Design; Teoria das Situações Didáticas; Didactic Sequence; Teaching-Learning Sequence; Search Based in Design; Theory of Didactic Situations; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Ciências - Estudo e ensino; Probabilidades; Estatística matemática; Educação básica; ODS::ODS 3. Saúde e bem-estar - Assegurar uma vida saudável e promover o bem-estar para todos, em todas as idades.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41040; http://doi.org/10.14393/ufu.di.2023.500

The study of Probability and Statistics in both primary and secondary education has been the subject of research in recent years. One of the challenges for many students in this area is to learn basic concepts, although this topic is mandatory in the initial grades of the educational process. To solve this problem, we present in this work a didactic sequence based on Guy Brousseau’s theory of didactic situations, which includes several activities related to the basic concepts of probability and statistics such as randomness, equiprobability, dependent and independent events, and so on. The proposed didactic sequence contemplates specific situations organized in a teaching-learning sequence based on the principle of instructional design (ID). This involves an iterative process of design, implementation and redesign of the didactic sequence. The proposed situations were included in an educational product entitled "Teaching of Probability and Statistics through Experiments". The results we obtained allowed us to identify the main difficulties faced by the test subjects. In addition, the results showed that the proposed didactic sequence contributed to the understanding and articulation of the concepts studied in the areas of probability and statistics.