Estratégias para iniciar o desenvolvimento do pensamento estatístico na educação infantil

Abstract

This research aimed to analyze what contributions a teaching based on contextualized activities can bring to the initiation of the development of statistical thinking in Early Childhood Education. For this purpose, a methodoly with a qualitative approach, of an interpretive nature, was used. Thus, four teaching strategies were proposed, applied to a group of students aged between five and six years old, in a Municipal Center for Early Childhood Education in the city of Carambeí/PR. From the application of the proposed teaching strategies, we sought to verify if statistical thinking was being developed, even if initially. In order to assess the data collected during the research, Content Analysis was used. Thus, we tried to observe, during the activities developed and the students’ speeches, whether among the contentes produced, statistical thinking was present. After applying the teaching strategies, it was possible to verify that the students initially demonstrated an understanding of the process of production, tabulation and analysis of data in order to help them make more assertive decisions or seek a solution to a possible problem or question. Thus, it was concluded that the proposed strategies contributed to the initiation of the development of statistical thinking in Early Childhood Education. The research also generated pedagogical didactic material aimed at teachers who are interested in initiating the development of statistical thinking since Early Childhood Education.