Contributions to the characterization of the teaching of statistics in schools

• Autor(a) principal: Fernandes, José António
• Data de Publicação: 2011
• Outros Autores: Carvalho, Carolina Fernandes de, Correia, Paulo Ferreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/1822/69051
• topic: Teaching; Statistics; Compulsory and secondary schooling; Ensino; Estatística; Escolaridade básica e secundária; Ciências Sociais::Ciências da Educação

Statistics has gradually been imposed on the school programs in Portugal and is currently taught in all levels of school. It was in this context of the growing importance of this issue that we considered it relevant to investigate how teaching of statistics has been implemented in classrooms. In this paper, we review the teaching of statistics in compulsory and secondary schools, as it occurs in classrooms, from various studies conducted in northern and central regions of Portugal between 2004 and 2009. In the studies considered, involving students and teachers, data collection included observation and interviews, and the analysis of teaching was based on the four components of professional knowledge of the teacher, according to Batanero, Godino and Roa (2004): epistemic, cognitive, interactional and mediational. Results point to teaching of statistics that is oriented to techniques, and teachers‘ awareness of the current recommendations regarding this topic, which they nonetheless generally do not implement in the classroom.