Statistical education teaching in childhood education and in the early years of elementary school: identifications in Brazilian journals

• Autor(a) principal: Lima, Reinaldo Feio
• Data de Publicação: 2022
• Outros Autores: Paula, Marlúbia Corrêa de, Giordano, Cassio Cristiano
• 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/79
• topic: Educação Estatística; Estado do Conhecimento; Educação Infantil e Ensino Fundamental; Educación Estadística; Estado del Conocimiento; Educación Infantil y Educación Primaria; Statistical Education; State of Knowledge; Early Childhood Education and Elementary School

This article aims to analyze and discuss the quantity and data of works that dialogue with Statistical Education’s theme in Early Childhood and Early Years of Elementary School, based on publications that included researches related to Statistical Education in seven Brazilian journals: Revista Boletim de Educação Matemática (BOLEMA), Revista Eletrônica Vidya (VIDYA), Educação Matemática Pesquisa (EMP-PUCSP), Revista de Educação Matemática e Tecnológica Ibero-americana (EM TEIA), Revista de Ensino de Ciências e Matemática (REnCiMa), Revista Eletrônica de Educação Matemática (REVEMAT) and Revista Brasileira de Educação em Ciências e Educação Matemática (ReBECEM). The research discussed here was developed based on the state of knowledge methodology. The results found 159 surveys, 7 in Early Childhood Education and 12 in the Early Years of Elementary School, published between 2011 and 2019. We conclude that research regarding Statistical Education within Early Childhood Education and Elementary Education is still a small quantity, suggesting the need for other studies that broaden the research base. Thus, we must consider a large amount of work-related to Statistical Education to provide essential reflections for the pedagogical practice enhancement. So then, Statistical Education has to be inserted in teachers’ training who teach Mathematics on challenging, problematic, and research situations regarding pedagogical practice.