Leitura e interpretação de gráficos estatísticos por alunos do 2º ano do ensino médio
This text aims to analyze students' understanding of the level of reading graphs and tables that are necessary for them to be able to understand and communicate information presented through these statistical resources. Additionally, the pedagogical strategy that we describe in this study aims...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista Baiana de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/15645 |
| Acceso en línea: | https://www.revistas.uneb.br/baeducmatematica/article/view/15645 |
| Access Level: | acceso abierto |
| Palabra clave: | educação estatística educação crítica gráficos letramento estatístico Statistical education Critical education Graphics Statistical literacy Educación estadística Educación crítica Gráficos Alfabetización estadística |
| Sumario: | This text aims to analyze students' understanding of the level of reading graphs and tables that are necessary for them to be able to understand and communicate information presented through these statistical resources. Additionally, the pedagogical strategy that we describe in this study aims to develop critical competence in students. The activities described and analyzed here, which include a formative assessment, were carried out in a class of 29 high school students. The results were examined according to the assumptions of the discursive textual analysis methodology. The analysis of the results indicated that the students recognize that the reading of graphs and tables goes through different levels, which range from literal reading to that which requires the search for implicit information, as they pointed out that certain information was clear in the graphs, there was only the need to locate them. Others required combining and integrating information so that it could be observed. We also verified that critical competence emerged from the students in the debate we have proposed on the theme involved in the pedagogical strategy, which deals with subjects related to environmental preservation |
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