Characterisation and implementation of statistics tasks: an example with 7th grade students

• Autor(a) principal: Fernandes, José António
• Data de Publicação: 2007
• Outros Autores: Carvalho, Carolina Fernandes de, Ribeiro, Sónia Alexandra Lopes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• DOI: 10.20396/zet.v15i28.8647025
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8647025
• topic: Statistics teaching; Teachers training; Statistical task; Case study; Ensino de estatística; Álgebra-Resenha. Formação de professores-Resenha; Tarefas de estatística; Estudo de caso

Although it did not always follow a clearly defined path, statisticshas progressively been included in the school programs in Portugal andcurrently taught in all teaching levels. In this context, in which this theme’simportance has been growing, we considered relevant to investigate the kind ofteaching that is implemented in the classroom, in particular in the 7th grade.Three third cycle and secondary maths teachers, who were teaching the 7thgrade, participated in the study. Data collected through the observation ofclasses, a diary and two semi-structured interviews to the teachers. In thisstudy, we will discuss the tasks proposed by the teachers, in particular theircontextualization and origins, their objectives, the difficulties faced by thestudents in their handling and classroom implementation aspects. In thisregards, in terms of results, we highlight the use of tasks with varied contexts,originated in the teachers, and in the textbooks, privileging a factual andprocedural knowledge, mostly closed, which found to be more difficult by thestudents. In the task implementation, the students worked mostly individually,the traditional teaching methodology prevailed and was privileged theexpositive communication, centred in the teacher and emphasising knowledgeand memorization.