Perspective of Statistics Education in elementary teacher education
DOI:
https://doi.org/10.5007/1981-1322.2019.e62802Abstract
This article presents results of a research motivated by concerns about the teacher education that teaches Mathematics in the first years of Basic Education. The study aims to draw a scenario of Pedagogy courses regarding the presence of Statistics in their prescribed curricula. The corpus of the study consists of public institutions of the Southern Region of Brazil. For documentary research, of the exploratory type, the information of the curricular matrices and discipline syllabus of 37 courses (of the 40 existing ones) were obtained. In order to produce the results of the document study, descriptive statistics were used and for the analysis, word clouds were constructed, which are associated to a qualitative and exploratory analysis. The findings suggest a misalignment between the demands pointed out by the curricula prescribed for the First Years of Elementary School and the discipline syllabus of the Elementary Teacher Education courses analyzed. While the curricula impose complex demands for Statistics teaching in Basic Education, the disciplines of teacher education course show a timid presence of statistical knowledge, both the specific ones to be taught and the pedagogical ones, demanded to teach Statistics. This evident, therefore, the need to review the curricular components in the initial formation in order to make explicit in the prescribed curricula the need and intention to develop both statistical and pedagogical knowledge related to Statistics.
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