Statistical Education and development of the number sense: a possible inter-relation

• Autor(a) principal: Campos, Sandra Gonçalves Vilas Bôas
• Data de Publicação: 2018
• Outros Autores: Wodewotzki, Maria Lúcia Lorenzetti
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1653
• topic: Sentido de Número; Investigação Matemática; Educação Estatística; Ciclo de Alfabetização; Number Sense; Mathematical Investigation; Statistical Education; Literacy Cycle

In this article, we present part of our doctorate research, developed in Post-Graduate Program in Mathematics Education/UNESP-Campus Rio Claro. The focus was in understanding how statistical education could contribute in the development of number sense to children in the 1st year of the literacy cycle. A qualitative research was carried out in the case study and theoretical reference was searched in Education Statistics, in the studies on Number Sense and Mathematical Investigation. Data collection was performed through a set of tasks called Investigation Contexts. We performed participant observation because it was up to the researcher to apply the tasks. In our analysis, we infer that children have acquired skills to use numbers and quantitative methods, have engaged in concepts of numbers, operations with numbers, and applications of numbers and operations. In the interrelationship, number according to the context of the statistic and number according to the context of mathematics the tasks were impregnated with Number Sense. We found that the tasks in the context of statistics that allow the child to collect, tabulate, analyze data and communicate their ideas favor the exploration of numbers and their relationships and are essential elements for the development of Number Sense of children.