Trajetórias hipotéticas de aprendizagem em estatística no ensino médio

• Ano de defesa: 2010
• Autor(a) principal: Tonnetti, Antonio Celso
• Orientador(a): Pires, Celia Maria Carolino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Estatística; Aprendizagem; Estatistica > Estudo e ensino (Ensino medio)
• Palavras-chave em Inglês: Statistics; Learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11453

This research intends to investigate how to compatible constructivist perspectives of learning with the planning the teaching-learning process about Statistics inside the Mathematical Teaching. We are also concerned about the performance of Mathematical Teachers in general during that teaching-learning process , in a way compatible with a Constructivist Perspective. The study is based on Hypothetical Learning Trajectories (HLTs), a Simon strategy theory. It is a qualitative research which was done in a public High School from São Paulo State and it involved the participation of two Mathematical teachers and 70 students in the third High School grade. From the stages of Mathematics developed by Simon (1995), we designed the first version of the HLTs in order to consider the goals selected and the chances of student learning. The objectives of investigation is to show possibilities of tasks involving problem solving, interdisciplinary approaches, use of technology, exploratory data analysis and applications in everyday situations and in other areas of knowledge. For that, we present the first HLTs version to teachers so they could make modifications, improvements or changes, according to the needs presented by students. Our intention was focused on a collective and reflective work that culminated in drafting the second version of HLTs. However, teachers did not cooperate for that. It is important to emphasize our reflection in all the whole development of HLTs in the classroom. We reflected about teacher´s performance and student interest, and so we present modifications to the next HLTs. Finally, we have realized although that was developed in a Constructivist Perspective, the teacher performance is a crucial role, because the way he develops in the classroom is key to a successful student learning