Estratégias de aplicação a partir do cotidiano escolar: medidas de tendência central no ensino médio

Abstract

This study analyzed the impacts of using teaching strategies based on the school daily context in the teaching of Measures of Central Tendency in High School, seeking to understand how the use of data produced within the school environment contributed to a more meaningful learning of statistical concepts. The study was grounded on the principles of Statistics Education, contextualized teaching, and the guidelines established by the Brazilian National Common Curricular Base (BNCC) for the development of statistical literacy and learning. The research was characterized as a qualitative case study conducted at Escola Estadual de Ensino Fundamental e Médio Frederico Lundgren, located in the municipality of Rio Tinto, Paraíba, Brazil, involving students from the third year of High School. Data were collected through a diagnostic questionnaire, investigative activities based on the collection of information from the school daily context, and field notes. Initially, a review lesson on mean, median, and mode was conducted. Subsequently, the students participated in investigative activities, organizing, analyzing, and interpreting data collected within the school context. Data analysis considered the students' performance, their participation in the activities, and their ability to relate statistical concepts to the investigated situations. The results showed greater student interest, participation, and engagement throughout the activities, while also promoting a better understanding of Measures of Central Tendency, the development of critical data interpretation, argumentation, and collaborative work. It was concluded that the use of the school daily context as a pedagogical resource strengthened the contextualization of statistics teaching, brought mathematical content closer to the students' reality, and contributed to more meaningful learning aligned with the guidelines of the BNCC.