A inserção da educação estatística no ensino básico: aspectos relevantes à formação do professor de matemática

Abstract

The present work had as general objective to analyze the perceptions of the Mathematics teachers who work in the High School, of the students / future Mathematics teachers and of teacher educators about the insertion of the Statistical Education in the basic education and how the approaches of the Statistics are being made both in the Higher Education classroom as well as in the Basic Education classroom. The study was developed with Mathematics teachers who work in High School, students of the Mathematics Degree course and teachers who work in the discipline of Statistics in Higher Education. The methodology used for the development of the research is characterized in relation to the objectives as exploratory and descriptive. As for the technical procedures used, it is characterized as a case study and in relation to the approach method, it is characterized as a qualitative and quantitative research. The instruments used in the collection of research data were three questionnaires containing questions about Statistical Education in undergraduate courses, emphasizing their approach in teacher training courses and basic education, highlighting their insertion in the classroom. Regarding the results, it was observed that the majority of the students, even having received the teaching of Statistics content in Basic Education, their teachers only worked on basic notions of Statistics according to the adopted textbook, without deepening the contents and contextualized approaches . We realized that the insertion of Statistical Education in Basic Education is not happening in the appropriate way and that it is indicated in the official documents of Education. However, most elementary school mathematics teachers do not feel prepared to include statistical education in their classes. Thus, it is necessary that Mathematics teachers, even if they are not prepared to insert Statistical Education in their classes, in Basic Education, seek to improve themselves, study the contents and, mainly, plan their classes, seeking teaching methodologies that can contribute to the construction of the statistical knowledge of its students. It is also necessary for teacher training courses to rethink their curriculum, specifically with regard to the discipline of Statistics, in terms of the number of hours allocated and the way in which Statistics has been approached in the classroom, enabling students to provide adequate training so that they can develop the statistical knowledge of their future students. In addition, it is essential that the teaching of the contents of Statistics is developed in a more in-depth and contextualized way in Basic Education, that more practical situations related to the social reality of the students are worked, since this teaching stage is crucial for the education of the student.