Letramento estatístico por meio de sequências didáticas no Ensino Médio em uma escola pública no sul do Amazonas

Abstract

This work aimed to understand how the didactic sequences mobilize the Statistical Literacy of high school students from public schools in the city of Humaitá, Amazonas, Brazil. In order to achieve the aim of this research, we adopted the Theory of Didactic Situations proposed by Brousseau (1996, 2008) as a theoretical framework and Didactic Engineering described by Artigue (1996) as a methodological framework. The investigation has a qualitative approach and demands bibliographic research and field. Participated in this research, 29 students from the 2nd grade of high school. The activities with these students were developed in meetings through problem situations involving the statistical concepts of average, median and mode. Interviews and open questionnaires were carried out to validate the Theory of Didactic Situations through Didactic Engineering. It was observed that it was possible, for some groups of students, to mobilize statistical literacy at the cultural and functional scientific levels. Thus, we can say that the use of didactic sequences was positive for the mobilization of statistical literacy in the calculation and determination of descriptive measures of average, median and mode contextualized to the theme of technology.