Basic notions in Statistics in the interpretation of information on environmental preservation actions

• Autor(a) principal: Bifi, Carlos Ricardo
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/90
• topic: Statistical Education; Statistical Literacy; Environment; Educação Estatística; Alfabetização Estatística; Meio Ambiente; Educação Matemática

The information contained in the media brings data to the reader community, that can be mistaken and conclusions that could be misleading. Many agencies that are responsible for this information worry about publishing them leading these readers to have interpretations that go against their purposes, causing distortions of the information. When such information is tied to environmental preservation studies, for instance, specific languages of environmental science are used and are often not part of the common sense of those who will read it. International meetings that deal with the subject, such as Rio + 10 or the current one, Rio + 20, have as premise to point out the ideal paths in relation to the preservation of the environment, thus, the need to be statistically literate to absorb and codify such Information presented during these meetings and to provoke discussions with fully understanding of the participants. This article aims to raise reflections on the teaching of Statistics, by Mathematics teachers, as an analysis tool for the one who will use it to interpret the information contained in the various forms of presentation. Graphs, tables, numerical data that are the forms of records of statistical information should promote in the readers minimum conditions for inference and, if necessary, changes of attitudes. Therefore, it is in elementary education, from the initial grades, that the educational organs, through their teachers’ means, promote minimum conditions for apprentices of this age group. The aim of this article is also to bring Mathematics Education researchers to focus more their research on how citizens, readers of information, mobilize their notions in Statistics and relate such notions with textual interpretation, so that the results obtained take effect, and thus can make these citizens capable of criticizing and validating the information presented to them.