Pedagogical Trends in the teaching of statistics: teachers’ perspective
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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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/93 |
Resumo: | Today, teaching statistics is fundamental. The importance attributed to the teaching of this science is due to its dissemination and indispensability in several areas of knowledge. In order to optimize student learning, it's necessary to emphasize the importance of teachers in organizing the selection and distribution of statistical content to be taught throughout the school year. Knowing this need, this research had a qualitative character and aimed to analyze pedagogical trends about the distribution and development of statistical content, declared by teachers of the 8th year of elementary school, during the school year. The subjects of this research were nine teachers participating in the Formative Process of REM-NE with the #COmVIDa Mathematics course who declared to teach mathematics for classes in the 8th grade of elementary school. This work presented as theoretical support the classification of pedagogical trends according to Libâneo. The data obtained were analyzed according to Content Analysis. The results showed that when it came to the contents taught, teachers did not declare to consider the context in which the school was inserted. However, when it came to how teachers organize their teaching practice and possible relationships with their students, they stated consider the school context. Noticing a dissonance between the statements. Furthermore, the results showed that the ideas of the pedagogical trends most frequently present in teachers' statements were those of the traditional liberal trend, which is the most present throughout educational history, and those of the renewed progressive liberal trend, which is often present in the training of new teachers in degree courses. |
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Pedagogical Trends in the teaching of statistics: teachers’ perspectiveTendencias Pedagógicas en la enseñanza de la estadística: perspectiva de los profesoresTendências Pedagógicas no ensino de estatística: perspectiva de professoresTendências PedagógicasEnsino FundamentalConteúdos de EstatísticaPrática PedagógicaTendencias PedagógicasEscuela PrimariaContenidos EstadísticosPráctica PedagógicaPedagogical TrendsElementary SchoolStatistical ContentsPedagogical PracticeToday, teaching statistics is fundamental. The importance attributed to the teaching of this science is due to its dissemination and indispensability in several areas of knowledge. In order to optimize student learning, it's necessary to emphasize the importance of teachers in organizing the selection and distribution of statistical content to be taught throughout the school year. Knowing this need, this research had a qualitative character and aimed to analyze pedagogical trends about the distribution and development of statistical content, declared by teachers of the 8th year of elementary school, during the school year. The subjects of this research were nine teachers participating in the Formative Process of REM-NE with the #COmVIDa Mathematics course who declared to teach mathematics for classes in the 8th grade of elementary school. This work presented as theoretical support the classification of pedagogical trends according to Libâneo. The data obtained were analyzed according to Content Analysis. The results showed that when it came to the contents taught, teachers did not declare to consider the context in which the school was inserted. However, when it came to how teachers organize their teaching practice and possible relationships with their students, they stated consider the school context. Noticing a dissonance between the statements. Furthermore, the results showed that the ideas of the pedagogical trends most frequently present in teachers' statements were those of the traditional liberal trend, which is the most present throughout educational history, and those of the renewed progressive liberal trend, which is often present in the training of new teachers in degree courses.Hoy en día, la enseñanza de la estadística es fundamental. La importancia atribuida a la enseñanza de esta ciencia se debe a su difusión e indispensabilidad en varias áreas del conocimiento. Para optimizar el aprendizaje de los estudiantes, es necesario enfatizar la importancia de los docentes en la organización de la selección y distribución de los contenidos estadísticos que se impartirán a lo largo del año escolar. Conociendo esta necesidad, esta investigación fue cualitativa y tuvo como objetivo analizar las tendencias pedagógicas sobre la distribución y desarrollo de los contenidos estadísticos, declarados por los docentes del octavo año de la escuela primaria, durante el año escolar. Los sujetos de esta investigación fueron nueve docentes participantes del Proceso Formativo de REM-NE con el curso Matemática #COmVIDa quienes declararon enseñar matemática a las clases de 8º grado de primaria. Este trabajo presentó como soporte teórico la clasificación de las tendencias pedagógicas según Libâneo. Los datos obtenidos fueron analizados según Análisis de Contenido. Los resultados mostraron que en cuanto a los contenidos impartidos, los docentes no declararon considerar el contexto en el que se inserta la escuela. Sin embargo, en cuanto a cómo los docentes organizan su práctica docente y las posibles relaciones con sus alumnos, afirmaron que consideran el contexto escolar. Notándose una disonancia entre las declaraciones. Además, los resultados mostraron que las ideas de las tendencias pedagógicas más frecuentemente presentes en las declaraciones de los docentes eran las de la tendencia liberal tradicional, que es la más presente a lo largo de la historia de la educación, y las de la tendencia liberal renovada progresista, que suele estar presente en la formación de nuevos profesores en los cursos de licenciatura.Atualmente, ensinar estatística é fundamental. A importância atribuída ao ensino dessa ciência é devida à sua disseminação e indispensabilidade em diversas áreas do conhecimento. Com a finalidade de otimizar a aprendizagem dos estudantes, é preciso ressaltar a primordialidade dos professores em organizar a seleção e a distribuição dos conteúdos estatísticos a serem ensinados ao longo do ano letivo. Sabendo-se dessa necessidade, a presente pesquisa apresentou caráter qualitativo e teve como objetivo analisar tendências pedagógicas acerca da distribuição e desenvolvimento dos conteúdos de estatística, declarados por professores do 8º ano do ensino fundamental, durante o ano letivo. Os sujeitos desta pesquisa foram nove professores participantes do Processo Formativo da REM-NE com o curso Matemática #COmVIDa que declararam lecionar matemática para turmas do 8º ano do ensino fundamental. Este trabalho apresentou como suporte teórico a classificação das tendências pedagógicas segundo Libâneo. Os dados obtidos foram analisados conforme a Análise de Conteúdo. Os resultados expuseram que quando se tratava dos conteúdos ensinados, os professores não declararam considerar o contexto que a escola estava inserida. No entanto, quando se tratava de como os professores organizavam sua prática de ensino e possíveis relacionamentos com seus alunos, eles declararam considerar o contexto escolar. Notando-se uma dissonância entre as declarações. Além disso, os resultados mostraram que as ideias das tendências pedagógicas presentes com maior frequência nas declarações dos professores foram as da tendência liberal tradicional, que é a mais presente ao longo do histórico educacional, e as da tendência liberal renovada progressista, que está frequentemente presente na formação de novos professores nos cursos de licenciatura.Sociedade Brasileira de Educação Matemática (SBEM)2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/9310.37001/remat25269062v19id729Revista de Educação Matemática; Vol. 19 No. 01 (2022): Publicação Contínua; e022064Revista de Educação Matemática; Vol. 19 Núm. 01 (2022): Publicação Contínua; e022064Revista de Educação Matemática; v. 19 n. 01 (2022): Publicação Contínua; e0220642526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/93/93https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Reilan Bomfim daSantos Santana, Eurivalda Ribeiro dos2023-07-05T16:51:04Zoai:ojs2.www.revistasbemsp.com.br:article/93Revistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONGhttps://www.revistasbemsp.com.br/index.php/REMat-SP/oaidouglas.tinti@unicid.edu.br2526-90621676-8868opendoar:2023-07-05T16:51:04Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF)false |
dc.title.none.fl_str_mv |
Pedagogical Trends in the teaching of statistics: teachers’ perspective Tendencias Pedagógicas en la enseñanza de la estadística: perspectiva de los profesores Tendências Pedagógicas no ensino de estatística: perspectiva de professores |
title |
Pedagogical Trends in the teaching of statistics: teachers’ perspective |
spellingShingle |
Pedagogical Trends in the teaching of statistics: teachers’ perspective Silva, Reilan Bomfim da Tendências Pedagógicas Ensino Fundamental Conteúdos de Estatística Prática Pedagógica Tendencias Pedagógicas Escuela Primaria Contenidos Estadísticos Práctica Pedagógica Pedagogical Trends Elementary School Statistical Contents Pedagogical Practice |
title_short |
Pedagogical Trends in the teaching of statistics: teachers’ perspective |
title_full |
Pedagogical Trends in the teaching of statistics: teachers’ perspective |
title_fullStr |
Pedagogical Trends in the teaching of statistics: teachers’ perspective |
title_full_unstemmed |
Pedagogical Trends in the teaching of statistics: teachers’ perspective |
title_sort |
Pedagogical Trends in the teaching of statistics: teachers’ perspective |
author |
Silva, Reilan Bomfim da |
author_facet |
Silva, Reilan Bomfim da Santos Santana, Eurivalda Ribeiro dos |
author_role |
author |
author2 |
Santos Santana, Eurivalda Ribeiro dos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Reilan Bomfim da Santos Santana, Eurivalda Ribeiro dos |
dc.subject.por.fl_str_mv |
Tendências Pedagógicas Ensino Fundamental Conteúdos de Estatística Prática Pedagógica Tendencias Pedagógicas Escuela Primaria Contenidos Estadísticos Práctica Pedagógica Pedagogical Trends Elementary School Statistical Contents Pedagogical Practice |
topic |
Tendências Pedagógicas Ensino Fundamental Conteúdos de Estatística Prática Pedagógica Tendencias Pedagógicas Escuela Primaria Contenidos Estadísticos Práctica Pedagógica Pedagogical Trends Elementary School Statistical Contents Pedagogical Practice |
description |
Today, teaching statistics is fundamental. The importance attributed to the teaching of this science is due to its dissemination and indispensability in several areas of knowledge. In order to optimize student learning, it's necessary to emphasize the importance of teachers in organizing the selection and distribution of statistical content to be taught throughout the school year. Knowing this need, this research had a qualitative character and aimed to analyze pedagogical trends about the distribution and development of statistical content, declared by teachers of the 8th year of elementary school, during the school year. The subjects of this research were nine teachers participating in the Formative Process of REM-NE with the #COmVIDa Mathematics course who declared to teach mathematics for classes in the 8th grade of elementary school. This work presented as theoretical support the classification of pedagogical trends according to Libâneo. The data obtained were analyzed according to Content Analysis. The results showed that when it came to the contents taught, teachers did not declare to consider the context in which the school was inserted. However, when it came to how teachers organize their teaching practice and possible relationships with their students, they stated consider the school context. Noticing a dissonance between the statements. Furthermore, the results showed that the ideas of the pedagogical trends most frequently present in teachers' statements were those of the traditional liberal trend, which is the most present throughout educational history, and those of the renewed progressive liberal trend, which is often present in the training of new teachers in degree courses. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01 |
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/93 10.37001/remat25269062v19id729 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/93 |
identifier_str_mv |
10.37001/remat25269062v19id729 |
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/93/93 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0 |
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. 19 No. 01 (2022): Publicação Contínua; e022064 Revista de Educação Matemática; Vol. 19 Núm. 01 (2022): Publicação Contínua; e022064 Revista de Educação Matemática; v. 19 n. 01 (2022): Publicação Contínua; e022064 2526-9062 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) instacron:SBEM |
instname_str |
Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
instacron_str |
SBEM |
institution |
SBEM |
reponame_str |
Revista de Educação Matemática (Online) |
collection |
Revista de Educação Matemática (Online) |
repository.name.fl_str_mv |
Revista de Educação Matemática (Online) - Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
repository.mail.fl_str_mv |
douglas.tinti@unicid.edu.br |
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1798313494403088384 |