A Resolução de Problemas e a Estatística nas Avaliações Externas do Nono Ano do Ensino Fundamental: SAEB e SARESP

• Ano de defesa: 2016
• Autor(a) principal: FONTANA, Edmeire Aparecida
• Orientador(a): OLIVEIRA JÚNIOR, Ailton Paulo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Triângulo Mineiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Educação, Letras, Artes, Ciências Humanas e Sociais - IELACHS::Curso de Graduação em Letras
• País: Brasil
• Palavras-chave em Português: Resolução de Problemas.; Ensino de Estatística.; Ensino Fundamental.; SAEB.; SARESP.
• Palavras-chave em Inglês: Problem-Solving Methodology.; Teaching Statistics.; Elementary School.; SAEB.; SARESP.
• Área do conhecimento CNPq: Educação
• Link de acesso: http://bdtd.uftm.edu.br/handle/tede/517

The following research aims to conduct an analysis in the tests and pedagogical reports of the System of Educational Achievement Assessment of the State of São Paulo (SARESP) and the Basic Education Assessment System (SAEB) for the ninth year of elementary school, External and large-scale assessments used in Brazil, and verify that the questions that deal with statistical contents are developed using problem solving and what approach is being prioritized the questions according to the Guidelines for Assessment and Instruction in Statistics Education (GAISE) - Report: a Pre-K-12 Curriculum Framework. The problem of definition which was taken as reference in this work is the Van de Walle (2009), when defined as any task or activity for which students do not have methods or prescribed rules or memorized, nor the perception that there is a specific method to arrive at the correct solution. The relationship between statistics and problem solving is sustained on the reflections of Lopes (2008) when she says that it makes no sense work activities involving statistical concepts that are not tied to a problem. Propose data collection disentailed of a problem situation will not lead to the possibility of real analysis. Draw up charts and tables, detached from a context or related to distant situations the student can stimulate the development of a thought, but does not guarantee the development of their criticality. For questions SAEB/ Prova Brasil, there was not a defined temporal cut due to non-disclosure of the questions of these assessments to the public. However, for the analysis of SARESP questions, we made a temporal cut 2007-2014, because, according to São Paulo (2009), the contents, skills, abilities and proficiency scale adopted by SARESP from 2007 are made with the same metric used in SAEB; therefore, assessments are possible comparisons. For the presentation and analysis of each of the questions the tests of SAEB and SARESP referring to the ninth grade of elementary school; we describe the type of reasoning used in the question and its outcome; we analyze the issue according to Problem Solving and variability proposed by the document; and finally we suggest a new question from the question proposed by SAEB or SARESP and contemplating statistical content using Problem Solving and/or variability according to GAISE document. Based on the analysis of the questions involved in the research, we concluded that the questions analyzed of tests of SAEB and SARESP, has not been prepared using resolution of statistical problems and approach the nature of the variability, according to GAISE.