Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/21289 |
Resumo: | Probabilistic knowledge is relevant to life in society, since well-founded decision-making can help provide a competitive edge both in the labor market and daily life. The present study investigated the conceptions of probability and randomness held by basic education teachers when faced with questions that address these topics. Data were collected from 41 sixth- do ninth-grade Brazilian teachers who responded to “Probabilistic Concepts Questionnaire”, applied to reveal the conceptions of probability held by the group. The multidimensional data were interpreted by subjecting the teachers’ responses to implicative and cohesive analysis, using Hierarchical, Implicative, and Cohesive Classification (CHIC) software, which yielded cohesion and implication graphs of the relationships operating among the variables investigated. The categorizations delineated by Azcárate and Cardeñoso for conceptions of probability, as well as the definition of probabilistic literacy formulated by Gal, provided the theoretical framework for the study. Two official educational guidelines—the Brazilian Curricular Guidelines (locally referred to as PCN) and the Brazilian Common Curricular Basis (BNCC)—were compared to detect similarities and pinpoint changes made to these documents with regard to the teaching of probability in basic education. In addition, Chevallard’s Anthropological Theory of the Didactic was employed to identify the types of tasks, techniques, and theories present in a mathematics textbook series approved by the National Textbook Program (PNLD). The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. Four groups were identified in each dimension. Dimension randomness: deterministic; causality; multiplicity; uncertainty. Probability dimension: indefinite; causality; deterministic; uncertainty; subjectivity. The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. In the randomness dimension, six groups of conceptions were identified: determinism; causality; multiplicity; uncertainty; standard; undefined. The probability dimension comprised five groups: causality; determinism; uncertainty; contingency; personalist. The investigation shed light on the conceptions of probability held by the participants, allowing probabilistic literacy levels to be categorized |
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Coutinho, Cileda de Queiroz e Silvahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4130829J9Rodrigues, Marcelo Rivelino2018-07-30T12:25:10Z2018-04-16Rodrigues, Marcelo Rivelino. Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade. 2018. 229 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21289Probabilistic knowledge is relevant to life in society, since well-founded decision-making can help provide a competitive edge both in the labor market and daily life. The present study investigated the conceptions of probability and randomness held by basic education teachers when faced with questions that address these topics. Data were collected from 41 sixth- do ninth-grade Brazilian teachers who responded to “Probabilistic Concepts Questionnaire”, applied to reveal the conceptions of probability held by the group. The multidimensional data were interpreted by subjecting the teachers’ responses to implicative and cohesive analysis, using Hierarchical, Implicative, and Cohesive Classification (CHIC) software, which yielded cohesion and implication graphs of the relationships operating among the variables investigated. The categorizations delineated by Azcárate and Cardeñoso for conceptions of probability, as well as the definition of probabilistic literacy formulated by Gal, provided the theoretical framework for the study. Two official educational guidelines—the Brazilian Curricular Guidelines (locally referred to as PCN) and the Brazilian Common Curricular Basis (BNCC)—were compared to detect similarities and pinpoint changes made to these documents with regard to the teaching of probability in basic education. In addition, Chevallard’s Anthropological Theory of the Didactic was employed to identify the types of tasks, techniques, and theories present in a mathematics textbook series approved by the National Textbook Program (PNLD). The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. Four groups were identified in each dimension. Dimension randomness: deterministic; causality; multiplicity; uncertainty. Probability dimension: indefinite; causality; deterministic; uncertainty; subjectivity. The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. In the randomness dimension, six groups of conceptions were identified: determinism; causality; multiplicity; uncertainty; standard; undefined. The probability dimension comprised five groups: causality; determinism; uncertainty; contingency; personalist. The investigation shed light on the conceptions of probability held by the participants, allowing probabilistic literacy levels to be categorizedOs conhecimentos probabilísticos mostram-se relevantes na vida em sociedade, pois cada vez mais as tomadas de decisão criteriosas apresentam-se como um dos diferenciais no mercado de trabalho, bem como em nosso dia a dia. Por esta razão, esta pesquisa teve como objetivo analisar as concepções de probabilidade e aleatoriedade de professores que atuam no ensino básico, quando estes se defrontam com questões que envolvem tais temas. Para a coleta de dados, aplicou-se o instrumento de pesquisa “Questionário de Concepções Probabilísticas”, a 41 professores do ensino fundamental II (6º ao 9º ano), visando identificar as concepções probabilísticas apresentadas por este grupo. Como metodologia, optou-se pela análise de dados multidimensionais, aplicando-se análise implicativa e coesitiva às respostas dos professores, utilizando software de Classificação Hierárquica, Implicativa e Coesitiva (CHIC), que gerou grafos de coesão e de implicação das relações entre as variáveis observadas. Para fundamentar o estudo, apoiamo-nos nas categorizações de concepções probabilísticas de Azcárate e de Cardeñoso e na definição de letramento probabilístico proposta por Gal. No desenvolvimento da pesquisa, foram analisados documentos oficiais como os Parâmetros Curriculares Nacionais (PCN) e Base Nacional Comum Curricular (BNCC) para observação de semelhanças, e possíveis evoluções na passagem do 1º para o 2º documento, no que tange às orientações para a abordagem do tema probabilidade no ensino básico. Também se analisou uma coleção de livros didáticos aprovada pelo Programa Nacional do Livro Didático (PNLD), com o objetivo de identificar, à luz da Teoria Antropológica do Didático, os tipos de tarefas, técnicas, tecnologias e teorias presentes nas atividades propostas na coleção. As análises permitiram identificar as concepções probabilísticas que emergiram dos participantes, nas dimensões aleatoriedade e probabilidade. Na dimensão aleatoriedade seis grupos foram identificados: determinista; causalidade; multiplicidade; incerteza; padrão; indefinidos. A dimensão probabilidade compreendeu cinco grupos: causalidade; determinista; incerteza; contingência; personalista. Destaca-se, ainda, que as análises possibilitaram categorizar os níveis de letramento probabilísticoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/46230/Marcelo%20Rivelino%20Rodrigues.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaProbabilidadesMatemática - Estudo e ensinoProfessores de matemática - Formação profissionalProbabilitiesMathematics - Study and teachingMathematics teachers - Occupational trainingCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAEstudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidadeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMarcelo Rivelino Rodrigues.pdf.txtMarcelo Rivelino Rodrigues.pdf.txtExtracted texttext/plain367761https://repositorio.pucsp.br/xmlui/bitstream/handle/21289/4/Marcelo%20Rivelino%20Rodrigues.pdf.txt279e0097c782d564f8bdfb9ead745770MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade |
title |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade |
spellingShingle |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade Rodrigues, Marcelo Rivelino Probabilidades Matemática - Estudo e ensino Professores de matemática - Formação profissional Probabilities Mathematics - Study and teaching Mathematics teachers - Occupational training CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade |
title_full |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade |
title_fullStr |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade |
title_full_unstemmed |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade |
title_sort |
Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade |
author |
Rodrigues, Marcelo Rivelino |
author_facet |
Rodrigues, Marcelo Rivelino |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Coutinho, Cileda de Queiroz e Silva |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4130829J9 |
dc.contributor.author.fl_str_mv |
Rodrigues, Marcelo Rivelino |
contributor_str_mv |
Coutinho, Cileda de Queiroz e Silva |
dc.subject.por.fl_str_mv |
Probabilidades Matemática - Estudo e ensino Professores de matemática - Formação profissional |
topic |
Probabilidades Matemática - Estudo e ensino Professores de matemática - Formação profissional Probabilities Mathematics - Study and teaching Mathematics teachers - Occupational training CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Probabilities Mathematics - Study and teaching Mathematics teachers - Occupational training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
Probabilistic knowledge is relevant to life in society, since well-founded decision-making can help provide a competitive edge both in the labor market and daily life. The present study investigated the conceptions of probability and randomness held by basic education teachers when faced with questions that address these topics. Data were collected from 41 sixth- do ninth-grade Brazilian teachers who responded to “Probabilistic Concepts Questionnaire”, applied to reveal the conceptions of probability held by the group. The multidimensional data were interpreted by subjecting the teachers’ responses to implicative and cohesive analysis, using Hierarchical, Implicative, and Cohesive Classification (CHIC) software, which yielded cohesion and implication graphs of the relationships operating among the variables investigated. The categorizations delineated by Azcárate and Cardeñoso for conceptions of probability, as well as the definition of probabilistic literacy formulated by Gal, provided the theoretical framework for the study. Two official educational guidelines—the Brazilian Curricular Guidelines (locally referred to as PCN) and the Brazilian Common Curricular Basis (BNCC)—were compared to detect similarities and pinpoint changes made to these documents with regard to the teaching of probability in basic education. In addition, Chevallard’s Anthropological Theory of the Didactic was employed to identify the types of tasks, techniques, and theories present in a mathematics textbook series approved by the National Textbook Program (PNLD). The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. Four groups were identified in each dimension. Dimension randomness: deterministic; causality; multiplicity; uncertainty. Probability dimension: indefinite; causality; deterministic; uncertainty; subjectivity. The analysis evidenced the probabilistic conceptions held by the participants, in the dimensions of randomness and probability. In the randomness dimension, six groups of conceptions were identified: determinism; causality; multiplicity; uncertainty; standard; undefined. The probability dimension comprised five groups: causality; determinism; uncertainty; contingency; personalist. The investigation shed light on the conceptions of probability held by the participants, allowing probabilistic literacy levels to be categorized |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-07-30T12:25:10Z |
dc.date.issued.fl_str_mv |
2018-04-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Rodrigues, Marcelo Rivelino. Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade. 2018. 229 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21289 |
identifier_str_mv |
Rodrigues, Marcelo Rivelino. Estudo sobre as concepções de professores do ensino básico em relação à aleatoriedade e probabilidade. 2018. 229 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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https://tede2.pucsp.br/handle/handle/21289 |
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por |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação Matemática |
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PUC-SP |
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Brasil |
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Faculdade de Ciências Exatas e Tecnologia |
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Pontifícia Universidade Católica de São Paulo |
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