Leitura e interpretação de gráficos e tabelas: um estudo exploratório com alunos da 8ª série do ensino fundamental

• Autor(a) principal: Vasconcelos, Paulo Ramos
• Data de Publicação: 2007
• 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/11195
• topic: Leitura e interpretação de gráficos; Estatística; 8ª série do Ensino Fundamental; Formação de conceitos elementares de estatística; Estatistica (Ensino fundamental); Estatistica -- Metodos graficos; Educacao matematica; Matematica -- Estudo e ensino; Reading and comprehension of graphs; Statistics; 8th grade and Building; elementary statistics concepts; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

The purpose of this dissertation was to investigate the development of reading, comprehension of tables and graphs and the concept of arithmetic mean with students from 8th grade, in order to offer relevant data to answer the following research question: What are the effects from the point of view of application and development that a teaching intervention by a non traditional approach turned to the solving of problem-situations involving statistical contents to the statistical literacy of students from 8th grade? For such, a research of intervening character was developed with students from 8th grade of a school from the State public network of São Paulo, constituted of two moments: the first was composed of two phases in the first one the diagnostic-instrument was applied: pre-test; in the second one, the diagnostic-instrument post-test, based on the contents proposed by the Parâmetros Curriculares Nacionais. At the second moment, a teaching intervention was applied based on a sequence of activities involving problem-situations related to problems that are inserted in the daily life of students. The results observed considered the student s comprehension as for reading and comprehension of graphs and tables as: localization of maximum/minimum points, intervals of increase / decrease, the building of column, line graphs, etc.; conceptualization of measures of central tendency, inference and estimative degree based on the data from the graphs. It was concluded that the teaching intervention based on a non-traditional approach contributed to the teaching-learning of statistical concepts, broadening the student s knowledge about the content block of Information Treatment . It was observed that the group of problem-situations proposed enabled the perception of operative invariants linked to the concepts and to the group of significants constituting, thus, a conceptual field