O ensino de estatística na educação de jovens e adultos: contribuições da metodologia da resolução de problemas para o ensino médio

Abstract

The present work had as objective to analyze the possible contributions of the methodology of problem solving for the teaching of Statistics, in the Education of Young and Adults - EYA, focused on the teaching of Mathematics in High School. It was developed from the following guiding question: to what extent can the methodology of problem solving contribute to the teaching of Statistics in High School, in the EYA modality? The qualitative research, of the applied type, was developed in 2017 in two classes of EYA, of High School, in a state public college in the city of Ponta Grossa, Paraná. The data collection procedures were the documentary analysis, the questionnaire, the field diary records and the observation. The methodology of the research was based on Moreira and Caleffe (2008), Chizzotti (2003), Moraes and Galiazzi (2016) and Pereira (2017). The theoretical framework was constructed in dialogue with the following authors of Statistical Education: Lopes (2010a, 2010b), Silva (2013b), Cazorla (2010), Nacarato and Lopes (2005), Brazil (2002a, 2000d, 2006b, 2012), Paraná (2012), among others. The theoretical basis for solving problems in mathematics was based on Paiva and Rêgo (2010), Zuffi and Onuchic (2007), Polya (1995), Onuchic (1999), Van de Walle (2009), among others. The following documents on the EYA were analyzed: Brazil (2000a, 2000b, 2000c, 2006), Paraná (2006). Firstly, a questionnaire was applied to raise the socio-educational profile of the students of the EYA. A Sequence of Teaching – ST was elaborated based on the theoretical reference containing the following contents: a) statistical data; b) qualitative and quantitative variables; c) collection and organization of secondary statistical data; d) tabular representation: simple tables, double entry; e) graph analysis; f) measures of central tendency: arithmetic mean, fashion and median, and the methodology of problem solving proposed by Onuchic (1999) based its elaboration. During the activities of the ST it was possible to perceive the interest and motivation of the students to carry out the activities contributing to the learning of the proposed contents. The problem solving methodology used in ST provided the students with the freedom to construct the arguments and the answers of the proposed activities, which can contribute to the development of students' autonomy and criticality. The results of the research indicate that the formalization of concepts by the teacher is extremely relevant, because together, teacher and students, discuss the attempts to solve the problem proposed. It is concluded that the methodology of problem solving is one of the possibilities that the Mathematics teacher has for the development of the teaching and learning processes of the curricular contents, involving students in the construction of mathematical and statistical knowledge. Due to the specificity of the EYA, it is up to the teacher to make the most appropriate choices in the context in which he/she works. Therefore, it is believed that the research developed may be relevant to the teachers and managers of the EYA, as well as the researchers in Mathematics Education, especially on the teaching of Statistics.