Desenvolvimento de projeto científico por alunos do ensino médio com base no construcionismo e no uso de planilha eletrônica

Abstract

Throughout history, the pedagogical approaches used in Mathematics classes, which extend to the area of Statistics, prioritize content classes, with the memorization of concepts and formulas, and activities for content fixation. The justification for carrying out this study was based on the construction of a teaching methodology based on Constructionism, and supported by the use of Digital Technologies, in order to contribute significantly to the students' learning process in the field of Statistics. The objective of the research was to analyze how high school students learn the concepts and procedures of Statistics in the face of an approach based on Constructionism, developing scientific projects in electronic spreadsheets. The research is characterized by carrying out an investigation based on the Case Study, with a qualitative approach. The subjects participating in this study are sixteen students of the 2nd year of high school, from a public school of the state education network of Ceará, located in the city of Fortaleza. Data collection was divided into three stages. In the first stage, the Initial Questionnaire was applied to collect prior knowledge. In the second stage, the Didactic Sequence was applied, developed in 8 classes. In the third stage, the Final Questionnaire was applied to collect a posteriori knowledge. The analysis was carried out following the five stages of Discursive Textual Analysis (DTA): unitarization, categorization, description, interpretation and argumentation. The results of the analysis of the collected data were compared using methodological triangulation, based on three predefined categories: Initial Concepts (IC), Measures of Central Tendency and Dispersion (MTCD) and Tables and Graphs (TG). The results of this study showed the development and significant deepening of students' learning, in relation to the conceptual and procedural understanding of statistical elements, population, sample, variables, absolute and relative frequency, measures of central tendency and dispersion, tables and graphs. The application of the assumptions of the theory of Constructionism, combined with the use of Digital Technologies as a pedagogical methodology based on the theoretical assumptions of Technoteaching, proved to be significant for the development of Statistical learning of the subjects participating in the present study.