Basic notions in Statistics in the interpretation of information on environmental preservation actions
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Basic notions in Statistics in the interpretation of information on environmental preservation actionsNoções básicas em Estatística na interpretação das informações em ações de preservação do meio ambienteStatistical EducationStatistical LiteracyEnvironmentEducação EstatísticaAlfabetização EstatísticaMeio AmbienteEducação MatemáticaThe 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.As informações contidas nos meios de comunicação, trazem para a comunidade leitora, dados que podem levar a interpretações e conclusões equivocadas. Vários órgãos responsáveis por essas informações, preocupam-se em divulgá-las levando esses leitores a terem interpretações que vão de encontro a seus propósitos, provocando distorções das informações. Quando essas informações estão atreladas aos estudos de preservação do meio ambiente, por exemplo, elas se encontram em linguagem que são específicas da ciência ambiental e, que muitas vezes, não fazem parte do censo comum daqueles que a lerão. Encontros internacionais que tratam do assunto como, por exemplo, Rio + 10 ou o atual, Rio + 20, têm como premissa apontar os caminhos ideais em relação à preservação do meio ambiente, assim, a necessidade de estar alfabetizado estatisticamente para absorver e codificar tais informações apresentadas durante esses encontros são necessárias e, assim pode provocar discussões com total compreensão dos participantes. Este artigo tem como finalidade despertar reflexões em relação ao ensino da Estatística, por parte dos professores de Matemática, como instrumento de análise para aquele que irá utilizá-la para interpretar as informações contidas nas diversas formas de apresentação. Gráficos, tabelas, dados numéricos, que são as formas de registros das informações estatísticas, devem promover nos leitores condições mínimas para inferência e, se for o caso, mudanças de atitudes. Portanto, é no ensino básico, desde as séries inicias, que os órgãos educacionais, por meios de seus professores, devem promover condições mínimas para aprendizes desta faixa etária. O objetivo deste artigo também é levar os pesquisadores da área da Educação Matemática a focarem mais suas pesquisas em como os cidadãos, leitores de informações, mobilizam suas noções em Estatística e relacionam tais noções com a interpretação textual, para que os resultados obtidos surtam efeitos e, dessa forma, consigam tornar estes cidadãos pessoas capazes de criticar e validar as informações que lhe são apresentadas.Sociedade Brasileira de Educação Matemática (SBEM)2017-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/9010.25090/remat25269062v14n172017p189a197Revista de Educação Matemática; Vol. 14 No. 17: jul. /dez. 2017; 189 - 197Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 17: jul. /dez. 2017; 189 - 197Revista de Educação Matemática; Vol. 14 Núm. 17: jul. /dez. 2017; 189 - 197Revista de Educação Matemática; v. 14 n. 17: jul. /dez. 2017; 189 - 1972526-906210.25090/remat25269062v14n172017reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/90/pdfCopyright (c) 2017 Carlos Ricardo Bifiinfo:eu-repo/semantics/openAccessBifi, Carlos Ricardo2021-05-06T16:11:52ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
Basic notions in Statistics in the interpretation of information on environmental preservation actions Noções básicas em Estatística na interpretação das informações em ações de preservação do meio ambiente |
title |
Basic notions in Statistics in the interpretation of information on environmental preservation actions |
spellingShingle |
Basic notions in Statistics in the interpretation of information on environmental preservation actions Bifi, Carlos Ricardo Statistical Education Statistical Literacy Environment Educação Estatística Alfabetização Estatística Meio Ambiente Educação Matemática |
title_short |
Basic notions in Statistics in the interpretation of information on environmental preservation actions |
title_full |
Basic notions in Statistics in the interpretation of information on environmental preservation actions |
title_fullStr |
Basic notions in Statistics in the interpretation of information on environmental preservation actions |
title_full_unstemmed |
Basic notions in Statistics in the interpretation of information on environmental preservation actions |
title_sort |
Basic notions in Statistics in the interpretation of information on environmental preservation actions |
author |
Bifi, Carlos Ricardo |
author_facet |
Bifi, Carlos Ricardo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Bifi, Carlos Ricardo |
dc.subject.por.fl_str_mv |
Statistical Education Statistical Literacy Environment Educação Estatística Alfabetização Estatística Meio Ambiente Educação Matemática |
topic |
Statistical Education Statistical Literacy Environment Educação Estatística Alfabetização Estatística Meio Ambiente Educação Matemática |
description |
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. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/90 10.25090/remat25269062v14n172017p189a197 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/90 |
identifier_str_mv |
10.25090/remat25269062v14n172017p189a197 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/90/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Carlos Ricardo Bifi info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Carlos Ricardo Bifi |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
dc.source.none.fl_str_mv |
Revista de Educação Matemática; Vol. 14 No. 17: jul. /dez. 2017; 189 - 197 Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 17: jul. /dez. 2017; 189 - 197 Revista de Educação Matemática; Vol. 14 Núm. 17: jul. /dez. 2017; 189 - 197 Revista de Educação Matemática; v. 14 n. 17: jul. /dez. 2017; 189 - 197 2526-9062 10.25090/remat25269062v14n172017 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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Revista de Educação Matemática (Online) |
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