Estimativa de medidas de tendência central: uma intervenção de ensino
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/11461 |
Resumo: | The objective of this study was to investigate the contributions of an educational intervention, based on the significance and estimate measures of central tendency, from reading charts and tables. In order to achieve this purpose, we elaborated a character study of quasi-experimental design which included two distinct groups of a public school in the state of São Paulo. The first group, called the experimental group(GE), composed of 30 students who underwent a differentiated education based on the significance and estimate measures of central tendency, and the second group, called the control group (GC), composed of 27 students who had their classes routine. Were applied to both groups a pre-test to diagnose the level of prior knowledge of students involved, and a post-test after the teaching interventions, to diagnose the effects of these interventions. The theoretical framework of the study included the Theory of Conceptual Fields of Gérard Vergnaud (1982, 1990, 1993, 1996, 1997 and 1998). We also have some related studies by authors such as Batanero et al. (1997), Cazorla (2003), Echeveste et al. (2006), Araujo (2007), Meyen et al. (2007), Silva (2008), Pagan (2009) and Magina et al. (in press). The study aimed to answer the following question: "What contributions in terms of learning, a teaching intervention guided the significance and estimate measures of central tendency, brings high school students?". To this end, has become based on quantitative analysis of the results obtained in the statistical tests applied to two groups involved in the study. The analysis showed a significant gain with the teaching interventions in both GE and CG, as regards the seizure of the basic concepts of mean, mode and median, but a significantly higher performance was presented by students in the experimental group after intervention education. The result showed that the learning process of statistical content, guided by the significance and estimation proved to be effective on the cognitive gain by students on information presented as graphs and tables, and also how to gain strength in regarding knowledge of the statistical study, more specifically, Mean, Mode and Median |
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Magina, Sandra Maria Pintohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4214553H9Leite, Ana Paula Fernandes2016-04-27T16:59:05Z2010-08-092010-05-25Leite, Ana Paula Fernandes. Estimativa de medidas de tendência central: uma intervenção de ensino. 2010. 146 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/11461The objective of this study was to investigate the contributions of an educational intervention, based on the significance and estimate measures of central tendency, from reading charts and tables. In order to achieve this purpose, we elaborated a character study of quasi-experimental design which included two distinct groups of a public school in the state of São Paulo. The first group, called the experimental group(GE), composed of 30 students who underwent a differentiated education based on the significance and estimate measures of central tendency, and the second group, called the control group (GC), composed of 27 students who had their classes routine. Were applied to both groups a pre-test to diagnose the level of prior knowledge of students involved, and a post-test after the teaching interventions, to diagnose the effects of these interventions. The theoretical framework of the study included the Theory of Conceptual Fields of Gérard Vergnaud (1982, 1990, 1993, 1996, 1997 and 1998). We also have some related studies by authors such as Batanero et al. (1997), Cazorla (2003), Echeveste et al. (2006), Araujo (2007), Meyen et al. (2007), Silva (2008), Pagan (2009) and Magina et al. (in press). The study aimed to answer the following question: "What contributions in terms of learning, a teaching intervention guided the significance and estimate measures of central tendency, brings high school students?". To this end, has become based on quantitative analysis of the results obtained in the statistical tests applied to two groups involved in the study. The analysis showed a significant gain with the teaching interventions in both GE and CG, as regards the seizure of the basic concepts of mean, mode and median, but a significantly higher performance was presented by students in the experimental group after intervention education. The result showed that the learning process of statistical content, guided by the significance and estimation proved to be effective on the cognitive gain by students on information presented as graphs and tables, and also how to gain strength in regarding knowledge of the statistical study, more specifically, Mean, Mode and MedianO objetivo deste estudo foi investigar as contribuições de uma intervenção de ensino, pautada na significação e estimativa de Medidas de Tendência Central, com base na da leitura de gráficos e tabelas. A fim de atingir o objetivo proposto, elaborou-se um estudo de caráter do tipo quase-experimental que contou com dois grupos distintos de uma escola da rede pública estadual da cidade de São Paulo. O primeiro grupo, denominado Grupo Experimental, composto por 30 alunos que sofreu uma intervenção de ensino diferenciada, baseada na significação e estimativa de Medidas de Tendência Central, e o segundo grupo, denominado Grupo de Controle, composto por 27 alunos, que teve suas aulas rotineiras. Foram aplicados a ambos os grupos um pré-teste, a fim de diagnosticar o nível de conhecimento prévio dos alunos envolvidos, e um pós-teste, após as intervenções de ensino, visando a diagnosticar os efeitos dessas intervenções. O quadro teórico do estudo contou com a Teoria dos Campos Conceituais de Gérard Vergnaud (1982; 1990; 1993; 1996; 1997 e 1998). Contamos ainda com alguns estudos correlatos de autores como Batanero et al. (1997), Cazorla (2003), Echeveste et al. (2006), Araujo (2007), Meyén et al. (2007), Silva (2008), Pagan (2009) e Magina et al. (no prelo). O estudo propôs-se a responder à seguinte questão: Em termos de aprendizagem, quais as contribuições que uma intervenção de ensino pautada na significação e estimativa de Medidas de Tendência Central traz aos alunos do Ensino Médio? . Para tal, tomou-se por base a análise quantitativa dos resultados obtidos nos testes estatísticos aplicados aos dois grupos envolvidos no estudo. As análises apontaram um ganho significativo com as intervenções de ensino nos dois grupos GE e GC, no que diz respeito à apreensão de conceitos básicos sobre Média, Moda e Mediana, contudo um desempenho significativamente superior foi apresentado pelos alunos do grupo experimental, após a intervenção de ensino. O resultado permitiu inferir que o processo de aprendizagem de conteúdos de Estatística, pautado na significação e estimativa, mostrou-se eficaz quanto ao ganho cognitivo por parte dos alunos em informações apresentadas na forma de gráficos e tabelas, e, também, quanto ao ganho adquirido no que diz respeito ao conhecimento dos elementos estatísticos estudados, mais especificamente, Média, Moda e MedianaSecretaria da Educação do Estado de São Pauloapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23885/Ana%20Paula%20Fernandes%20Leite.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBREducaçãoMedidas de tendência centralGráficosTabelasMeasures of central tendencyChartsTablesCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAEstimativa de medidas de tendência central: uma intervenção de ensinoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAna Paula Fernandes Leite.pdf.txtAna Paula Fernandes Leite.pdf.txtExtracted texttext/plain256375https://repositorio.pucsp.br/xmlui/bitstream/handle/11461/3/Ana%20Paula%20Fernandes%20Leite.pdf.txt811a49bc022fd311d5d78665829f89cbMD53ORIGINALAna Paula Fernandes Leite.pdfapplication/pdf4527810https://repositorio.pucsp.br/xmlui/bitstream/handle/11461/1/Ana%20Paula%20Fernandes%20Leite.pdf62f807bcdbcc6fe0d9db046428f354b2MD51THUMBNAILAna Paula Fernandes Leite.pdf.jpgAna Paula Fernandes Leite.pdf.jpgGenerated Thumbnailimage/jpeg3406https://repositorio.pucsp.br/xmlui/bitstream/handle/11461/2/Ana%20Paula%20Fernandes%20Leite.pdf.jpgc7bb8004ef4162d1d0f48380f8c10acfMD52handle/114612022-04-27 12:52:47.567oai:repositorio.pucsp.br:handle/11461Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T15:52:47Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Estimativa de medidas de tendência central: uma intervenção de ensino |
title |
Estimativa de medidas de tendência central: uma intervenção de ensino |
spellingShingle |
Estimativa de medidas de tendência central: uma intervenção de ensino Leite, Ana Paula Fernandes Medidas de tendência central Gráficos Tabelas Measures of central tendency Charts Tables CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Estimativa de medidas de tendência central: uma intervenção de ensino |
title_full |
Estimativa de medidas de tendência central: uma intervenção de ensino |
title_fullStr |
Estimativa de medidas de tendência central: uma intervenção de ensino |
title_full_unstemmed |
Estimativa de medidas de tendência central: uma intervenção de ensino |
title_sort |
Estimativa de medidas de tendência central: uma intervenção de ensino |
author |
Leite, Ana Paula Fernandes |
author_facet |
Leite, Ana Paula Fernandes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Magina, Sandra Maria Pinto |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4214553H9 |
dc.contributor.author.fl_str_mv |
Leite, Ana Paula Fernandes |
contributor_str_mv |
Magina, Sandra Maria Pinto |
dc.subject.por.fl_str_mv |
Medidas de tendência central Gráficos Tabelas |
topic |
Medidas de tendência central Gráficos Tabelas Measures of central tendency Charts Tables CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Measures of central tendency Charts Tables |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The objective of this study was to investigate the contributions of an educational intervention, based on the significance and estimate measures of central tendency, from reading charts and tables. In order to achieve this purpose, we elaborated a character study of quasi-experimental design which included two distinct groups of a public school in the state of São Paulo. The first group, called the experimental group(GE), composed of 30 students who underwent a differentiated education based on the significance and estimate measures of central tendency, and the second group, called the control group (GC), composed of 27 students who had their classes routine. Were applied to both groups a pre-test to diagnose the level of prior knowledge of students involved, and a post-test after the teaching interventions, to diagnose the effects of these interventions. The theoretical framework of the study included the Theory of Conceptual Fields of Gérard Vergnaud (1982, 1990, 1993, 1996, 1997 and 1998). We also have some related studies by authors such as Batanero et al. (1997), Cazorla (2003), Echeveste et al. (2006), Araujo (2007), Meyen et al. (2007), Silva (2008), Pagan (2009) and Magina et al. (in press). The study aimed to answer the following question: "What contributions in terms of learning, a teaching intervention guided the significance and estimate measures of central tendency, brings high school students?". To this end, has become based on quantitative analysis of the results obtained in the statistical tests applied to two groups involved in the study. The analysis showed a significant gain with the teaching interventions in both GE and CG, as regards the seizure of the basic concepts of mean, mode and median, but a significantly higher performance was presented by students in the experimental group after intervention education. The result showed that the learning process of statistical content, guided by the significance and estimation proved to be effective on the cognitive gain by students on information presented as graphs and tables, and also how to gain strength in regarding knowledge of the statistical study, more specifically, Mean, Mode and Median |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-08-09 |
dc.date.issued.fl_str_mv |
2010-05-25 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:59:05Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Leite, Ana Paula Fernandes. Estimativa de medidas de tendência central: uma intervenção de ensino. 2010. 146 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/11461 |
identifier_str_mv |
Leite, Ana Paula Fernandes. Estimativa de medidas de tendência central: uma intervenção de ensino. 2010. 146 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
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