Utilização da ASI para discutir o desempenho de alunos do Ensino Médio em Estatística

Beatriz Bezerra de Sousa; Vladimir Lira Veras Xavier de Andrade

doi:10.31416/rsdv.v13i2.1121

Authors

Beatriz Bezerra de Sousa Universidade Federal Rural de Pernambuco (UFRPE)
Vladimir Lira Veras Xavier de Andrade Universidade Federal Rural de Pernambuco (UFRPE)

DOI:

https://doi.org/10.31416/rsdv.v13i2.1121

Keywords:

Implicit Statistical Analysis; Arithmetic Mean; Standard Deviation

Abstract

The objective of this study is to investigate the level of understanding of 3rd-year high school students from a public school in Pernambuco regarding the concepts of arithmetic mean and standard deviation, as well as the algorithm necessary to calculate these measures. To this end, we administered a questionnaire composed of 10 problem situations involving the algorithms and interpretations of the concepts of the measures discussed. To analyze the data, we created a spreadsheet model in Microsoft Office Excel, which is based on the logic of mapping relationships between data represented by binary digits 0 and 1, indicating the absence or presence of an event. The analyzed variables were described according to the question numbers and whether the student answered correctly, incorrectly, or did not respond. The spreadsheet data were then subjected to further analysis using CHIC (Hierarchical, Implicit, and Coercive Classification) version 7.0, and we generated implicit graphs. After analyzing the data, we observed that most students were able to solve the questions involving the algorithm related to the arithmetic mean, but they had difficulties interpreting some concepts related to this measure. On the other hand, students had difficulty constructing the algorithm for standard deviation but performed better when answering questions related to its concept.

Author Biographies

Beatriz Bezerra de Sousa, Universidade Federal Rural de Pernambuco (UFRPE)

She has a master's degree in Science and Mathematics Teaching from the Federal Rural University of Pernambuco (UFRPE). She has carried out research into the teaching of statistics in basic education using digital technologies and has received funding from FACEPE. She is currently in the first semester of her PhD in Science and Mathematics Teaching (UNICAMP). She has a degree in Mathematics from the University of Pernambuco (UPE) and specializes in Mathematics Teaching Methodology. She was a volunteer member of the Extension Project entitled “MATHEMATICAL KNOWLEDGE: A LOOK TO THE FUTURE” (May/2017-December/2017). She was a scholarship resident in the Pedagogical Residency Program funded by CAPES (August/2018 - January/2020). She participates in the research group on implicative statistical analysis and other theoretical and methodological approaches to research in the teaching of Science and Mathematics. She has been teaching since 2017, working in private schools in the city of Recife and the metropolitan region. She is currently an elementary and high school math teacher at a private school in the city of Piracicaba in the interior of São Paulo.

Vladimir Lira Veras Xavier de Andrade, Universidade Federal Rural de Pernambuco (UFRPE)

Post-Doctorate (2021-22) at the ICAR laboratory - Lumière Lyon 2 University (France). He has a doctorate in Science Teaching from the Federal Rural University of Pernambuco and in Sciences de lÉducation from the Lumière Lyon 2 University. He has a master's degree in Science Teaching from the Federal Rural University of Pernambuco. He is currently a professor in the Department of Mathematics at the Federal Rural University of Pernambuco. Lines of research: graphic expression, mathematics education, statistics education, Implicative Statistical Analysis in the teaching of Science and Mathematics. Coordinator of the research project Implicative Statistical Analysis and other theoretical and methodological approaches to research in the Teaching of Science and Mathematics. Leader of the research group “Implicative Statistical Analysis and other theoretical and methodological approaches to research in the teaching of Science and Mathematics” (UFRPE/CNPQ), member of the research group “Didactic Phenomena in the Mathematics Classroom”.

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