Educação estatística: interpretando e construindo representações gráficas com alunos do 5º ano do ensino fundamental

Abstract

In the face of technological advances and economic, environmental and social changes in an increasingly computerized society, Statistics has great social relevance. In this direction, this research set out to investigate the contributions of a Didactic Sequence, based on the perspective of the scientific investigation cycle, for the development of learning about reading, interpretation and construction of bar and line graph and the concept of scale. As a theoretical contribution, the following authors were used: Cazorla (2010), Vergnaud (2014), Gal (2002), Rumsey (2002) and Batanero (2001), among others, who explain and detail the importance of statistical literacy. A qualitative research-action-participant approach was used that was developed from the application of an SD for students in a class of 5th grade of elementary school in a public school in the Municipal Network of Maceió / Alagoas. The presence of Statistics in our daily lives shows the importance that, since the early years, the elementary concepts related to this area are addressed in the classroom aiming at the development of statistical thinking in a perspective of statistical literacy. In this way, education is promoted that contributes to the citizen and scientific education of all, more specifically students. Data collection took place through a field diary, records through photos, audios and materials produced by students during the development of the Didactic Sequence application. All students participated in the application of the pre-test, the Didactic Sequence and the post-test. The results obtained show that the teaching of Statistics in Basic Education cannot be limited to the context of reading only, but it is necessary to teach statistical concepts and procedures using the cycle of scientific investigation that will allow the student to problematize, plan and execute the research, thus promoting the development of statistical thinking.