Tecnologias digitais e a aprendizagem de conceitos estatísticos: a utilização do software geogebra por estudantes do 9º ano do ensino fundamental

• Autor(a) principal: Souza, Danilo do Carmo de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/52833
• topic: Educação Estatística; Noções de variabilidade Estatística; Tecnologias Digitais; Recursos Educacionais Digitais; Geogebra

The treatment of information and the concepts inherent to Statistics are important conceptual components for the formation of citizens, since daily we are surrounded by data and facts that need to be understood. On the other hand, recent evaluations of the Basic Education Assessment System (SAEB), the International Student Assessment Program (PISA) and the National Institute of Functional Literacy (INAF) indicate the conceptual difficulties faced by students when interpreting information in graphs, tables and the mathematical concepts involved. Among the different statistical concepts, the perception of variability is essential, as one of the characteristics that differentiate Mathematics from Statistics is the uncertainty caused by the interpretation and intentionality of a research. Researches point out that this concept must be addressed even during the early years of elementary school from the manipulation of its various representations. Thus, a tool that allows such mobilizations are Digital Technologies (TD), especially Digital Educational Resources (RED), as they assist in carrying out exploratory activities, and diversify the representations of the objects under study, providing new ways of thinking and acting. This research has as its central question: what is the contribution of DT in the elaboration of the concept of variability by 9th grade students? And as a general objective: to investigate the contributions of DT in the elaboration of the concept of variability in students of the 9th grade of elementary school. To achieve the objective, a set of activities was carried out with a focus on variability with the use of a RED called Geogebra, in order to verify the use of this artifact in understanding the aforementioned concept. The intervention was applied in a public school in the city of Fortaleza, with 10 students from a 9th grade class of elementary school, divided into Control Group (GC) and Experimental Group (GE). The research was organized in three stages: application of pre-test, intervention with the use of RED, and later, a post-test. The data were analyzed in order to understand the students' performance before and after the activities, being made a quantitative analysis by means of the means by group, standard deviation and variation coefficient of the obtained grades. The results showed that, although the averages of the two groups increased, compared to the pre-test, the increase in the average of the experimental group was greater, with this group also showing a decrease in the standard deviation and the variation coefficient, resulting in a greater homogeneity of the data. In addition, there was an evolution and reframing of the strategies of students belonging to the GE, based on the activities developed during the intervention. In this sense, the application of RED allowed to experience practical experiences during the resolution of situations involving the development of statistical thinking, which made it possible to: visualize and simulate different representations (representation of different graphs, minimize the procedure of the algorithms for the calculation of summary measures , data collection and analysis); work with real situations and investigative contexts. Finally, the results of this dissertation point out strategies to better understand the learning of variability in view of its multiple representations, as well as, for the development of new digital or analog resources and activities.