A educação estatística na perspectiva do ensino híbrido: uma experiência para o desenvolvimento do letramento estatístico com alunos do ensino médio

Abstract

The changes broughtaboutby Digital Information and Communication Technologies (TDICs) have beeng aining ground and promoting research in Education to promote in novation in teaching practices, especially related to Mathematics. In this sense, the active methodology of Blended Learning canre-signify the pedagogical practice for the development of statistical literacy by the student, providing comprehensive training and learning with more meaning for understanding an dinterference in reality. The central question of this investigationis: how to develop statistical literacy through a sequence of teaching based on Blended Learning for high school graduates of the regular modality? Thus, the general objective of there search: Analyze the contributions of a teaching sequence to the development of statistical literacy based on Blended Learning, in a public school in Baraúna / RN with regular high school students. To achieve this objective, the following specific objectives were defined: i) To survey experience sand conditions at school for the use of Blended Learning; ii) Diagnose student skills about Statistics iii) Develop a teaching sequence to address the concepts of Statistics base dont he Blended Learning methodology to promote statistical literacy; andiv) Evaluate the pedagogical contributions of an experience with Blended Learning in Statistical Education in a public school in the state network of RN, to expand the knowledgeand skills of statistical literacy. The theoretical discussion is based on studies of Mathematical Educationand Statistical Education and Active Methodologies with a focus on Blended Learning and its modalities. Through the qualitative approach, there search methodis based on action research, as it enabled the professor-researcher to investigate a problem in his contextof performance. The research took place at João de Abreu State School, with students from the 3rd year of high school. At the end of there search, it was posible to verify that the Blended Learning methodology contributes to the development of the teaching sequence, making the spaces and times for the acquisition of knowledge more flexible, favoring theme diation of the explored content sthrough a more active learning. With this, it promoted gains in the development of the statistical literacy of the investigated subjects, through activities that led the students to assume a more active, critical and reflective posture in face of the studied concepts contributing to a citizen formation. In addition, it helped to identify possibilities for integrating Blended Learning with DICTs in learning Statistics. It is hoped that this research will serve as a basis for improving the teaching of mathematical concepts and streng then the construction of the fields of Mathematics and Statistics Education