Banca de DEFESA: ANDRÉ FELLIPE QUEIROZ ARAÚJO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANDRÉ FELLIPE QUEIROZ ARAÚJO
DATE: 05/04/2024
TIME: 14:00
LOCAL: Via webconferência: https://meet.google.com/aiu-uigb-wng
TITLE:

TEACHING AND LEARNING SAMPLING, CURVE NORMAL AND ITS RELATIONSHIPS IN THE 3rd YEAR OF HIGH SCHOOL

KEY WORDS:

Palavras - Chave: Amostragem. Curva Normal. Estatística e Probabilidade. Ensino Médio. Lápis e papel. Geogebra

PAGES: 309
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The present research aimed to investigate what 3rd year high school students (16/17 years old) know and can learn about Sampling, Normal Curve and their relationships. We rely on the Statistical and Probabilistic Literacy model proposed by Gal (2002, 2005) and the Investigative Cycle model developed by Guimarães and Gitirana (2013). In methodological terms, to achieve this objective, we outlined 4 interrelated studies, of which the first three provided the basis for carrying out the last. In study 1, we analyzed what has been proposed about Sampling, Normal Curve and their relationships in textbooks approved by the National Book and Teaching Material Program 2021 (Project Book and Knowledge Books). In study 2, we investigated what was proposed in the questions of the Mathematics and its Technologies test of the 2022 National High School Exam (ENEM) regarding these two concepts and their relationships. In study 3, we identified the initial knowledge of 3rd year high school students on the aforementioned topic. Next, we carried out an experimental study that included a teaching intervention to analyze the contribution of different resources (Pencil and paper and Geogebra software) to learning Sampling and Normal Curve in an articulated way. The results of study 1 revealed that both project and knowledge books offer interesting proposals for teaching Statistics and Probability, especially in the analysis and conduct of statistical research. Project books explore real data in most situations, promoting a deeper understanding of the social context. However, there is an absence of discussion about sample selection and representativeness, prioritizing descriptive analyzes to the detriment of addressing statistical inference topics. Knowledge books, on the other hand, explore more fictitious data and emphasize the calculation of statistical measures, also lacking an approach to sampling and the Normal Curve in an articulated way. In study 2 we found that none of the ENEM questions analyzed explored the concept of Sampling or the Normal Curve. The questions involving Statistics have an approach focused only on calculating centrality measures and those that explore probability only address the meaning of probability as a classical ratio, with predominance in these two cases of fictitious data. Through study 3, we initially found that students had gaps in understanding the representativeness of the sample, including sampling variability and sampling methods, as well as in the Normal Curve model, including its graphical representation and properties. In addition, weaknesses were highlighted in understanding the relationship between the distribution of sample means and population parameters, based on the Central Limit Theorem that relates Sampling to the Normal Curve. However, the experimental study revealed that the teaching intervention carried out played a significant role in learning concepts related to Sampling and the Normal Curve, as well as in the articulation between these concepts. The resources, both pencil and paper, and the Geogebra software contributed significantly to the development of activities and the construction of knowledge. Therefore, we believe that carrying out this research will enable important discussions and reflections on the teaching and learning process of Sampling and the Normal Curve in the 3rd year of High School, providing the expansion of didactic-pedagogical possibilities for carrying out this process with a view to favor, for students, the development of Statistical and Probabilistic Literacy (Gal,2002,2005) related to these concepts and the phenomena and situations of our daily lives that commonly explain their foundations and relationships.

COMMITTEE MEMBERS:
Presidente - 1121255 - GILDA LISBOA GUIMARAES
Interna - 1196238 - JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
Externo ao Programa - 1080166 - DIEGO BEZERRA DE MELO MACIEL - UFPEExterno à Instituição - HUMBERTO JOSÉ BORTOLOSSI - UFF
Externa à Instituição - LILIANA MABEL TAUBER