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Atitudes face à estatística e escolhas de gráficos por professores dos anos iniciais do ensino fundamental
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O presente estudo teve como objetivo investigar as atitudes face à Estatística de professores dos anos iniciais do Ensino Fundamental de dois municípios brasileiros e sua relação com as escolhas por gráficos estatísticos. Caracterizou-se as atitudes dos professores e o modo como se manifesta a escolha dos gráficos a partir dessas atitudes. Para tanto, buscou-se reconhecer: (a) as justificativas dos professores para tais escolhas, (b) os seus níveis de confiança no ensino das representações, (c) a capacidade de antecipar e oferecer estratégias para as dificuldades dos seus alunos na aprendizagem dos gráficos, (d) as características das suas práticas letivas e (e) a capacidade dos professores para escolherem e produzirem gráficos estatísticos em contextos aplicados. Os participantes foram professores dos anos iniciais de escolas públicas dos municípios de Camaragibe e Igarassu, situados no estado de Pernambuco - Brasil. A metodologia contemplou dois estudos: o Estudo 1 com 201 professores e fundamentado numa abordagem mista; e o Estudo 2 com 22 professores e fundamentado numa abordagem qualitativa. O Estudo 1 envolveu um inquérito com a Escala de Atitudes em Relação à Estatística – EAEE – (Estrada, 2002), o Questionário Sobre os Usos e Escolhas por Gráficos Estatísticos para a Sala de Aula – QUEGES - e questões de identificação do professor, do seu contexto de trabalho e formação. O Estudo 2 envolveu uma entrevista semiestruturada e uma ficha contendo situações com dados estatísticos para a escolha e construção dos gráficos. A análise quantitativa permitiu encontrar elementos de caracterização das atitudes dos professores face à Estatística em função do gênero, ano escolar, nível de conhecimento em Estatística, percepção dos professores sobre seus desempenhos em Estatística e município; com diferenças estatisticamente significativas. Também se identificou diferenças estatisticamente significativas entre as atitudes dos professores, os tipos de gráficos escolhidos para a sala de aula e o nível de segurança para ensiná-los, sugerindo que os professores que trabalham com uma maior variedade de gráficos e que apresentam níveis de segurança positivos têm atitudes mais favoráveis à Estatística. Na análise qualitativa do Estudo 1 identificou-se que as justificativas dos professores para a escolha das representações associam-se principalmente às preocupações com as aprendizagens dos alunos e a maneira como o professor aprecia o gráfico. Essas justificações se distribuem semelhantemente entre docentes com atitudes negativas e positivas em relação à Estatística. Por sua vez, a análise das entrevistas do Estudo 2 mostrou que os participantes reconhecem a importância do ensino da Estatística, mas carecem de formação que amplie a compreensão em torno dessa área de conhecimento, tendo os professores com atitudes positivas apresentado concepções mais próximas do que se concebe enquanto Educação Estatística e Letramento Estatístico. No âmbito das práticas letivas, percebeu-se a ausência das Tecnologias da Informação e Comunicação nas aulas com gráficos, sendo esse recurso apenas utilizado na procura de atividades. Contudo, as análises sobre a escolha e construção dos gráficos demonstraram dificuldades da maioria dos participantes em escolher gráficos adequados às situações com dados estatísticos, sendo gráfico de barras a representação mais frequentemente escolhida pelos professores em diferentes questões.
The present study aimed to investigate attitudes towards Statistics of primary school teachers of two Brazilian cities and their relations to choice of statistical graphics. It characterised the teachers’ attitudes and how manifests the choice of graphics from these attitude towards Statistics. For this purpose, we sought (a) to analyse teachers’ justifications for these choices, (b) their level of confidence in teaching representations, (c) their ability to foresee and provide strategies for their pupils’ difficulties in learning graphics, (d) the characteristics of their teaching practices and (e) the teachers’ ability to choose and produce statistical graphics in applied contexts. 201 primary school teachers participated, from public schools of the cities of Camaragibe and Igarassu, located in the state of Pernambuco - Brazil. The methodology included two studies: Study 1, with 201 teachers, based on a mixed approach; and Study 2, with 22 teachers, based on a qualitative approach. The Study 1 involved a survey including the Scale of Attitudes Towards Statistics – EAEE – (Estrada, 2002), the Questionnaire about Uses and Choices of Statistical Graphics for the Classroom - QUEGES, and questions identifying the teacher and their workplace and training context. The Study 2 involved a semi-structured interview and a form containing situations with statistical data to choose and build graphics. Qualitative analysis showed elements that characterise teachers’ attitudes towards Statistics according to gender, school year, level of Statistics knowledge; teachers’ perceptions about their performances in Statistics, and city; with statistically significant differences. Also identified statistically significant relations between teachers’ attitudes, the types of graphics chosen for the classroom and the level of confidence to teach them, suggesting that teachers working with a greater variety of graphics and presenting positive confidence levels have a more favourable attitude towards Statistics. On the analysis of the qualitative results of Study 1, we found that teachers’ justifications for their choice of representations are associated at concerns with their pupils’ learning and the way teachers appreciate the graphic. These justifications have a similar distribution among teachers with negative and positive attitudes towards Statistics. In its turn, analysis of the interview of Study 2 showed that teachers recognise the importance of teaching Statistics, but lack the training to expand their understanding of this field of knowledge, and the teachers with positive attitudes provided conceptions closer to what is usually understood to be Statistics Education and Statistics Literacy. Within the teaching practices, we noticed the absence of Information and Communication Technologies in classes with statistical graphics; this resource was only used when looking for activities with graphics. However, in the analysis of the choosing and building graphics, difficulties were identified in most participants regarding choice of graphics suited to situations with statistical data, being the most common choice the bar graph.
The present study aimed to investigate attitudes towards Statistics of primary school teachers of two Brazilian cities and their relations to choice of statistical graphics. It characterised the teachers’ attitudes and how manifests the choice of graphics from these attitude towards Statistics. For this purpose, we sought (a) to analyse teachers’ justifications for these choices, (b) their level of confidence in teaching representations, (c) their ability to foresee and provide strategies for their pupils’ difficulties in learning graphics, (d) the characteristics of their teaching practices and (e) the teachers’ ability to choose and produce statistical graphics in applied contexts. 201 primary school teachers participated, from public schools of the cities of Camaragibe and Igarassu, located in the state of Pernambuco - Brazil. The methodology included two studies: Study 1, with 201 teachers, based on a mixed approach; and Study 2, with 22 teachers, based on a qualitative approach. The Study 1 involved a survey including the Scale of Attitudes Towards Statistics – EAEE – (Estrada, 2002), the Questionnaire about Uses and Choices of Statistical Graphics for the Classroom - QUEGES, and questions identifying the teacher and their workplace and training context. The Study 2 involved a semi-structured interview and a form containing situations with statistical data to choose and build graphics. Qualitative analysis showed elements that characterise teachers’ attitudes towards Statistics according to gender, school year, level of Statistics knowledge; teachers’ perceptions about their performances in Statistics, and city; with statistically significant differences. Also identified statistically significant relations between teachers’ attitudes, the types of graphics chosen for the classroom and the level of confidence to teach them, suggesting that teachers working with a greater variety of graphics and presenting positive confidence levels have a more favourable attitude towards Statistics. On the analysis of the qualitative results of Study 1, we found that teachers’ justifications for their choice of representations are associated at concerns with their pupils’ learning and the way teachers appreciate the graphic. These justifications have a similar distribution among teachers with negative and positive attitudes towards Statistics. In its turn, analysis of the interview of Study 2 showed that teachers recognise the importance of teaching Statistics, but lack the training to expand their understanding of this field of knowledge, and the teachers with positive attitudes provided conceptions closer to what is usually understood to be Statistics Education and Statistics Literacy. Within the teaching practices, we noticed the absence of Information and Communication Technologies in classes with statistical graphics; this resource was only used when looking for activities with graphics. However, in the analysis of the choosing and building graphics, difficulties were identified in most participants regarding choice of graphics suited to situations with statistical data, being the most common choice the bar graph.
Descrição
Tese de doutoramento, Educação (Psicologia da Educação), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Teses de doutoramento - 2018