Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies

Detalhes bibliográficos
Autor(a) principal: Schreiber, Karla Priscila
Data de Publicação: 2021
Outros Autores: Porciúncula, Mauren
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661814
Resumo: This paper presents specific teaching knowledge about students and the pedagogical strategies identified in the narratives of teachers who participated of the Statistical Education Teacher Training Collaborative Group – MoSaiCo Edu. For this, seven Group meetings were recorded and transcribed, being analyzed using the Collective Subject Discourse technique, which led to the construction of seven speeches. One of them called “student misunderstandings and strategies for teaching statistical concepts” is highlighted in this paper. As a result of the analysis of this, the teachers’ knowledge about the specificity of learning, protagonism, interests and misunderstandings of the students, the appreciation of the context and everyday experiences, as well as the use of standardized tests, technological resources and teaching materials are highlighted. The characterization of teaching knowledge to teach Statistics, an object of study in the process of scientific development, is relevant, as it can guide initial and continuing education, and practice in the classroom.
id UNICAMP-21_f740b38fc90ec7ce3265450bb5b5337a
oai_identifier_str oai:ojs.periodicos.sbu.unicamp.br:article/8661814
network_acronym_str UNICAMP-21
network_name_str Zetetiké (Online)
repository_id_str
spelling Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategiesConhecimentos docentes para ensinar estatística: olhar do professor sobre os estudantes e as estratégias pedagógicasEducação estatísticaConhecimentos docentesFormação colaborativa de professoresStatistical educationTeaching knowledgeCollaborative teacher trainingThis paper presents specific teaching knowledge about students and the pedagogical strategies identified in the narratives of teachers who participated of the Statistical Education Teacher Training Collaborative Group – MoSaiCo Edu. For this, seven Group meetings were recorded and transcribed, being analyzed using the Collective Subject Discourse technique, which led to the construction of seven speeches. One of them called “student misunderstandings and strategies for teaching statistical concepts” is highlighted in this paper. As a result of the analysis of this, the teachers’ knowledge about the specificity of learning, protagonism, interests and misunderstandings of the students, the appreciation of the context and everyday experiences, as well as the use of standardized tests, technological resources and teaching materials are highlighted. The characterization of teaching knowledge to teach Statistics, an object of study in the process of scientific development, is relevant, as it can guide initial and continuing education, and practice in the classroom.Este artigo apresenta conhecimentos docentes específicos sobre os estudantes e as estratégias pedagógicas identificados nas narrativas de professores que participaram do Grupo Colaborativo de Formação de Professores em Educação Estatística – MoSaiCo Edu. Para isso, sete encontros do Grupo foram gravados e transcritos, sendo analisados através da técnica do Discurso do Sujeito Coletivo, o que levou à construção de sete discursos. Um deles, denominado “incompreensões dos discentes e estratégias para o ensino dos conceitos estatísticos” é destaque deste artigo. Como resultados da análise deste, destacam-se os conhecimentos dos professores sobre as especificidades de aprendizagem, protagonismo, interesses e incompreensões dos estudantes, a apreciação do contexto e de experiências cotidianas, assim como a utilização de testes padronizados, recursos tecnológicos e materiais pedagógicos. A caracterização dos conhecimentos docentes para ensinar Estatística, objeto de estudo em processo de desenvolvimento científico, é relevante, pois pode orientar a formação inicial e continuada, e a prática em sala de aula.Universidade Estadual de Campinas2021-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866181410.20396/zet.v29i00.8661814Zetetike; Vol. 29 (2021): Publicação Contínua; e021003Zetetike; Vol. 29 (2021): Publicação Contínua; e021003Zetetike; v. 29 (2021): Publicação Contínua; e0210032176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661814/26791https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661814/26792Brazil; 21th CenturyBrasil; Século XXICopyright (c) 2021 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessSchreiber, Karla PriscilaPorciúncula, Mauren2024-01-12T13:26:31Zoai:ojs.periodicos.sbu.unicamp.br:article/8661814Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-12T13:26:31Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
Conhecimentos docentes para ensinar estatística: olhar do professor sobre os estudantes e as estratégias pedagógicas
title Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
spellingShingle Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
Schreiber, Karla Priscila
Educação estatística
Conhecimentos docentes
Formação colaborativa de professores
Statistical education
Teaching knowledge
Collaborative teacher training
title_short Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
title_full Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
title_fullStr Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
title_full_unstemmed Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
title_sort Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
author Schreiber, Karla Priscila
author_facet Schreiber, Karla Priscila
Porciúncula, Mauren
author_role author
author2 Porciúncula, Mauren
author2_role author
dc.contributor.author.fl_str_mv Schreiber, Karla Priscila
Porciúncula, Mauren
dc.subject.por.fl_str_mv Educação estatística
Conhecimentos docentes
Formação colaborativa de professores
Statistical education
Teaching knowledge
Collaborative teacher training
topic Educação estatística
Conhecimentos docentes
Formação colaborativa de professores
Statistical education
Teaching knowledge
Collaborative teacher training
description This paper presents specific teaching knowledge about students and the pedagogical strategies identified in the narratives of teachers who participated of the Statistical Education Teacher Training Collaborative Group – MoSaiCo Edu. For this, seven Group meetings were recorded and transcribed, being analyzed using the Collective Subject Discourse technique, which led to the construction of seven speeches. One of them called “student misunderstandings and strategies for teaching statistical concepts” is highlighted in this paper. As a result of the analysis of this, the teachers’ knowledge about the specificity of learning, protagonism, interests and misunderstandings of the students, the appreciation of the context and everyday experiences, as well as the use of standardized tests, technological resources and teaching materials are highlighted. The characterization of teaching knowledge to teach Statistics, an object of study in the process of scientific development, is relevant, as it can guide initial and continuing education, and practice in the classroom.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661814
10.20396/zet.v29i00.8661814
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661814
identifier_str_mv 10.20396/zet.v29i00.8661814
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661814/26791
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661814/26792
dc.rights.driver.fl_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv Brazil; 21th Century
Brasil; Século XXI
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 29 (2021): Publicação Contínua; e021003
Zetetike; Vol. 29 (2021): Publicação Contínua; e021003
Zetetike; v. 29 (2021): Publicação Contínua; e021003
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
_version_ 1798329593016352768

Registros relacionados