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Das representações aos dados: um estudo no 3º ano
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O presente estudo centra-se na exploração do tema “Dados” com alunos do 3.º ano, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e tem como objetivo compreender o contributo de tarefas envolvendo diferentes representações na mobilização de conhecimentos dos alunos no âmbito do tema Dados.
A investigação, de natureza qualitativa e enquadrada na investigação sobre a prática, teve por base um estágio de dez semanas. Foram utilizadas a observação participante e a recolha documental como técnicas de recolha de dados, com análise de conteúdo para tratamento da informação. A intervenção pedagógica consistiu em quatro tarefas no âmbito do tema Dados, sendo as aulas orientadas pelos princípios do ensino exploratório da Matemática. Os alunos mobilizaram conceitos básicos, como variável, categoria, frequência e valor mínimo e máximo, interpretando títulos, eixos e símbolos. Nas tarefas com gráficos de barras e pictogramas foram, de um modo geral, bem-sucedidos em interpretar a informação, embora, frequentemente, com leituras superficiais e justificações pouco detalhadas. As principais dificuldades referem-se à leitura crítica das representações, à articulação entre questões estatísticas e dados e à comunicação fundamentada das conclusões. Estes resultados evidenciam a necessidade de mediação docente e experiências orientadas para desenvolver progressivamente a literacia estatística.
This study focuses on exploring the topic of “Data” with third-grade students, within the scope of the Master's in Early Childhood Education and Teaching of the First Cycle of Basic Education. The study aims to understand the contribution of tasks involving different representations in mobilizing students' knowledge in the field of data. The research, qualitative in nature and framed within practice-based inquiry, was supported by a ten-week teaching internship. Participant observation and document collection were used as data collection techniques, with content analysis applied for data treatment. The pedagogical intervention consisted of four statistical tasks, and the classes were guided by the principles of exploratory mathematics teaching. Students mobilized basic concepts such as variable, category, frequency, and minimum and maximum values, interpreting titles, axes, and symbols. In tasks involving bar graphs and pictograms, students were generally successful in interpreting the information, although often with superficial readings and poorly detailed justifications. The main difficulties identified relate to critical reading of representations, linking statistical questions to the data, and providing well-founded explanations of results. These findings highlight the need for teacher mediation and guided experiences to progressively develop students’ statistical literacy.
This study focuses on exploring the topic of “Data” with third-grade students, within the scope of the Master's in Early Childhood Education and Teaching of the First Cycle of Basic Education. The study aims to understand the contribution of tasks involving different representations in mobilizing students' knowledge in the field of data. The research, qualitative in nature and framed within practice-based inquiry, was supported by a ten-week teaching internship. Participant observation and document collection were used as data collection techniques, with content analysis applied for data treatment. The pedagogical intervention consisted of four statistical tasks, and the classes were guided by the principles of exploratory mathematics teaching. Students mobilized basic concepts such as variable, category, frequency, and minimum and maximum values, interpreting titles, axes, and symbols. In tasks involving bar graphs and pictograms, students were generally successful in interpreting the information, although often with superficial readings and poorly detailed justifications. The main difficulties identified relate to critical reading of representations, linking statistical questions to the data, and providing well-founded explanations of results. These findings highlight the need for teacher mediation and guided experiences to progressively develop students’ statistical literacy.
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Literacia estatística Representações Estatística Dados Statistical literacy Representations Statistics Data