Banca de DEFESA: WALESKA STEFANY MOURA DINIZ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : WALESKA STEFANY MOURA DINIZ
DATE: 27/01/2022
TIME: 09:00
LOCAL: CE
TITLE:

INTERPRETATION OF STATISTICAL INFOGRAPHICS BY STUDENTS IN THE PRIMARY SCHOOL

KEY WORDS:

Statistical Education. Statistical Literacy. Infographics. Primary School. 

PAGES: 149
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

This study aims to investigate the understandings presented by students of 3rd and 5th years of elementary school when interpreting statistical infographics, specifically seeking to investigate how students read statistical infographics, observing the order and the elements that stand out ; check whether the school year has an influence on the interpretation of infographics; identify the elements that facilitate and hinder the interpretation of data in infographics and discuss the cognitive and dispositional elements mobilized by students when interpreting statistical infographics, from the perspective of Statistical Literacy. Semi-structured interviews were carried out with an approach to the clinical-Piagetian method with 20 students from the 3rd and 5th years of cities in the Metropolitan Region of Recife. The interviews involved questions of interpretation of two statistical infographics taken from magazines aimed at children and adolescents. The results showed that some students, mainly from the 3rd year, performed a reading based on the elements that called their attention, while several students from the 5th year performed a linear reading, as in conventional text. However, the reading order did not interfere in the interpretation of the infographics of both years. Students from both years, for the most part, proved to be able to read and understand the data presented in text and in different types of graphs (single, multiple and overlapping bar graphs, pie and pictorial graphs), as well as to recognize percentages and understand large quantities (magnitudes of millions and billions, and measures in tons and hectares) and decimal numbers. In addition, they critically evaluated and drew their own conclusions from the data, making decisions to resolve the situation of food waste or garbage production and its incorrect disposal. However, 5th grade students interpreted more and demonstrated more autonomy during data analysis. To understand the statistical messages of the infographics, students mobilized cognitive elements, literacy skills and statistical, mathematical and context/world knowledge to critically assess the information, conclude about the data and make decisions, demonstrating a critical stance. Some mathematical knowledge were elements that made understanding difficult, such as quantities (millions and billions), measurements (hectares and tons) and decimal numbers. We consider that infographics have elements that make it easier and more difficult to understand the information and, for this reason, we defend the need for the producer of infographics to know the knowledge and limitations of the target audience. We consider it essential that students are statistically literate, so that they can understand and critically reflect on the information conveyed through infographics.

BANKING MEMBERS:
Presidente - 1121255 - GILDA LISBOA GUIMARAES
Interna - 2377374 - ROSINALDA AURORA DE MELO TELES
Externa à Instituição - SUZI SAMÁ PINTO