A idéia de variabilidade abordada no 8º ano do ensino fundamental

Abstract

The National Curricular Parameters, published in 1997, introduce for the first time in the primary and secondary school curriculum a set of concepts named Information Handling , with issues regarding to statistic, probability, and combining analyses. Hereby, springs the need for mathematic teachers working with these new concepts. Current researches reveal the little knowledge teachers hold on the subject, since in their initial graduation they didn t study these new concepts or if they did, it was with a very technical approach. This work seeks to answer the following question: What are the meanings attributed by 8th year students from secondary school to the variability when worked in a schooling context of mathematic classes? What are the contributions to the understanding of the statistic s content when the learning takes place in an exploratory way, making use of the separatrix measures and focusing in the variability? For that, we elaborated and applied a sequence of didactics that approached the idea of variability by using the separatrix measures. Our objects of research were 8th year students from the 9 year length current primary/secondary school. We noticed that the involved students were able to attribute meaning to the data variation, to the values observed in the determination of measures. It was also noticed the need for more specific activities that develop the graphic Box-plot comprehension associated with other graphic representations