Teacher knowledge for the teaching of Mathematics of notions concerning Statistics in Basic Education

Authors

DOI:

https://doi.org/10.5007/1981-1322.2019.e62757

Abstract

This paper aims to present a study whose purpose was to examine the knowledge that a mathematics teachers' group used to teach concepts related to statistics at elementary school levels and this group's conceptions about teaching this subject. This investigation preceded a continued development process of this group, which involved 16 teachers of the municipal school network of a coastal city in the state of Sao Paulo. Data was collected through questionnaires and interviews. For data analysis regarding the knowledge categories that teachers should master, Shulman's categories were used. As for the teaching of statistics, this study is based on Gal and Batanero. Regarding the teachers' conceptions on the teaching of statistics, we adopted the meaning of Conception as defined by Ponte. Teachers' answers revealed some inconsistency regarding the mastering of knowledge of notions related to statistics. As for the conceptions about its teaching, the teachers showed a somewhat skeptical view regarding the need for including statistics in all grades of elementary school, due to the size of the syllabus content they must cover and the non-importance they attribute to this subject.

Author Biographies

Ruy César Pietropaolo, Universidade Anhanguera de São Paulo

Doutor em Educação Matemática pela PUC/SP. Coordenador do Programa de Pós-graduação em Educação em Matemática - UNIAN/SP

CV: http://lattes.cnpq.br/2747970094543043

Angélica da Fontoura Garcia Silva, Universidade Anhanguera de São Paulo (UNIAN/SP)

Doutora em Educação Matemática pela PUC/SP. Docente do Programa de Pós-graduação em Educação Matemática da Universidade Anhanguera de São Paulo.

Marta Élid Amorim, Universidade Federal de Sergipe

Doutora em Educação Matemática da Universidade Anhanguera de São Paulo. Pós doutoranda por essa mesma universidade. Professora do Departamento de Matemática/Campus Prof. Alberto Carvalho Universidade Federal de Sergipe - UFS

ORCID: https://orcid.org/0000-0001-5909-6228 CV: http://lattes.cnpq.br/0321578738279819

References

Ball, D. L.; Thames, M. H., Phelps, G. (2008). Content Knowledge for Teaching: what makes it special?. Journal of Teacher Education, v. 59(5), p. 389-407.

Brasil. (2017). Ministério da Educação. Base Nacional Comum Curricular - Educação é a Base: Ensino Fundamental. Brasília: MEC.Acessado em 31 de maio de http://basenacionalcomum.mec.gov.br/wp-content/uploads/2017/04/BNCC_19mar2017_versaofinal.pdf.

Batanero, C. Y & Godino, J. (2005). Perspectivas de la educación estadística como área de investigación. In: R. Luengo (Ed.) Líneas de investigación en Didáctica de las Matemáticas (pp. 203-226). Badajoz: Universidad de Extremadura.

Batanero, C., Contreras, J. M. Y & Arteaga, P. (2011). El currículo de estadística en la enseñanza obligatoria.

Gal, I. (2005). Towards “Probability Literacy” for all citizens: Building Blocks and Instructional Dilemmas. In JONES, G. A. (Ed), Exploring probability in school: Challenges for teaching and learning. (pp. 39-63).

Godino, J. D., et al. “Aproximación a la dimensión normativa en didáctica de las matemáticas desde un enfoque ontosemiótico”. In: Enseñanza de las Ciencias. v. 27, n. 1, p. 59–76, 2009.

Kataoka, V. Y.; Souza, A. A.; Oliveira, A. de C. S.; Fernandes, F.; Paranaíba, P. & Oliveira, M. S. (2008) Probability Teaching in Brazilian Basic Education: Evaluation and Intervention. Anais do ICME 11, Monterrey, Mexico. Recuperado de 30 de janeiro de 2018 de http://tsg.icme11.org/tsg/show/14.

Pino-Fan, L. R.; Godino, J. D. (2015). Perspectiva ampliada del conocimiento didáctico-matemático del profesor. In: Revista Paradigma, v. 36, n. 1, p. 87 – 109, jun.

Ponte, J. P. (1992). Concepções dos professores de Matemática e processos de formação. In Brown, Margaret et al. (Org.) Educação Matemática. Portugal: Instituto de Inovação Educacional. pp. 185-247. (Colecção Temas de Investigação).

Shulman, L. S. (1986). Those Who Understend: Knowledge growth in teaching. Education Researcher.15, n.2, p.4-14, fevereiro.

Shulman, L. S. (1987) ”Knowledge and teaching: Foundations of the new reform”.Harvard Educational Review, vol. 57, p. 1-21

Downloads

Published

2019-09-27

Issue

Vol. 14 (2019): Educação Estatística

Section

Edição Especial: Educação Estatística

License

 

Authors hold the copyright and grant the journal the right for their articles' first publication, being their works simultaneously licensed under the Creative Commons Attribution License (CC BY), which allows the sharing of such works with its authorship acknowledged and its initial publication in this journal.

Authors are allowed to enter into separate additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or as a book chapter, with an acknowledgment of its initial publication in this journal).