Letramento estatístico nos livros didáticos do ensino médio

• Autor(a) principal: Santos, Laura Cristina dos
• Data de Publicação: 2019
• 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/22979
• topic: Letramento estatístico; EstatÍstica - Estudo e ensino (Ensino médio); Livros didáticos; Statistical literacy; Statistics - Study and teaching (High school); Didatic books; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This research had as main objective to study which elements of the statistical literacy can be constructed from the use of the didatic book by third year High School students, trying to identify the praxeologias present in these books. In order to do this, we analyze the National Curricular Parameters for High School, National Curricular Parameters for High School, Curricular Guidelines for High School, the National Curricular Common Base and the exercises of didatic books approved in PNLD 2018 through the Praxeological Organization of Yves Chevallard, which gave us the conditions to analyze which are the proposals of the Statistics established in the official documents and to identify the technical tasks and the theoretical and technological discourse present in exercises of these didatic books analyzed. Among all the didatic books approved in PNLD 2018 for our analysis we selected three collections, being only the third volume that is destined to the third year of the High School. The analysis of praxeologias was made considering the concept of Statistical Literacy. The results were compared with some studies produced in Mathematics Education that deal with the teaching and learning of Statistics. It was found that the exercises follow a technical line based on theoretical dimensions, worrying only about the procedural part without caring about the analysis of the results. Of the didatic books analyzed, only two allow the student to reach the functional level of statistical literacy, while the other only to the cultural level. Thus, the three didatic books don’t favor the construction of student’s statistical literacy