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Hélia Oliveira (Co-Chair) | University o f Lisbon, Portugal
Proceedings of the International Conference Turning data into knowledge: New
opportunities for statistics education
João Pedro da Ponte (Co-Chair) | University o f Lisbon, Portugal
Ana Henriques | University o f Lisbon, Porliigal
Ana Paula Canavarro j University o f Évora, Portugal
Editors: Hélia Oliveira, Ana Henriques, Ana Paula Canavan-o, Carlos Monteiro,
Carolina Carvalho, João Pedro da Ponte, Rosa T o m á s Ferreira, Susana Colaço
Carlos Monteiro | Federal University o f Pernambuco, Brazil
Carolina Carvalho | University o f Lisbon, Portugal
;
* :
Dani Ben-Zvi I University ofHaifa, Israel
Publisher: Instituto de Educação da Universidade de Lisboa
David Pratt | Institute o f Education, London, United Kingdom
2015, June - Lisbon, Portugal
Iddo Gal I University ofHaifa, Israel
Irene Carzola | State University o f Santa Cruz, Brazil
I S B N : 978-989-8753-13-7
Janet Ainley | University o f Leicester, United Kingdom
José António Fernandes | University o f Minho, Portugal
José Contreras | University o f Granada, Spain
Composition o f Proceedings; Ana Isabel Mota
Joana Brocardo | Polytechnic Institute o f Setúbal, Portugal
Katie Makar | University o f Queensland, Austrália
*
Maria Eugênia Graça Martins | University o f Lisbon, Portugal
Cite as:
OHveira, H . , Henriques, A., Canavarro, A. P., Monteiro, C , Carvalho, C , Ponte, J.
P., Ferreira, R. T., & Colaço, S. (Eds.) (2015). Proceedings of the International
Conference Turning data into knowledge: New opportunities for statistics education.
Lisbon, Portugal: Instituto de Educação da Universidade de Lisboa.
Maria Manuel Nascimento | University o f Trás-os-Montes and Alto Douro, Portugal
Markus Vogel | University o f Education o f Heidelberg, Germany
Randall Groth | Salisbury University, United States o f America
R o l f Biehler j University o f Paderbom, Germany
Rosa T o m á s Ferreira | University o f Porto, Portugal
Susana Colaço | Polytechnic Institute o f Santarém, Portugal
This publication was co-fínanced by national funds through FCT - Fundação para a Ciência
e Tecnologia, under the project Developing statistical Uteracy: Student learning and teacher
education {cor\Vcz&i PTDC/CPECED/117933/2010).
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CONFKRFNCE O R G Â N I Z I N C C O M M I T T E E
Ana Henriques [ Ana Isabel Mota | Ana Paula Canavarro | Carolina Carvalho |
Hélia Oliveira | João Pedro da Ponte | Rosa T o m á s Ferreira | Susana Colaço
COLABOKATOIIS
Maria Fernanda Marinha | Maria Zulmira Torres
STATISTICAL T I A N K I N G A B O U T VARIATlON I N DATA: A
STUDY W I T H Y O U T H AND ADULT STUDENTS
Valdir Ramos, Iranete Lima, Carlos Monteiro
Federal University o f Pernambuco, Brazil
•••
ABSTRACT
In Brazil, the teaching modality called Youth and Adult Education (EJA) aims to
serve those people who did not complete their studies at the time set by the regular
curriculum. Curriculum guidelines for EJA emphasize that mathematical and
statistical knowledge are important for those who are returning ío school, because
such knowledge can heip them exercise their citizenship. Statistical thinking can be
defined as the ability to make appropriate use o f statistical tools ío solve problems, to
understand the essence o f the data, to make inferences, and to recognize and
understand the value o f statistics (Cazorla. 2002). This poster draws from a research
project that witl investigate aspects o f students' statistical thinking who are eiu*olled
in EJA while they respond to questions related to data variation i n statistical media
graphs. The data eoUected w i l l be analysed from the perspective that variabiiity is the
characteristic o f the eníiíy that is observable, and variation is related to describing or
measuring that characteristic [Reading & Shaughnessy, 2004). The participants w i l l
be students from an EJA group aí a public schooí in Pernambuco, Brazil. Initially, we
w i l l apply a diagnosis instrument composed o f four graph interpretation tasks. It is
expected that important aspects to be analysed from students' responses w i l l be
related to their ability to identify high and low points on the graphs, as well as the
identifícaíion o f the intervals o f increase and decrease. To further invesíigaíe the
participants' interpretative processes, we w i l l also interview some o f them. We w i l l
use the SPSS software for categorizing the participants' interpretations. The
qualiíative analysis o f our research wiil focus on the data from interviews. The
analytical categories w i l ! be based on types o f answers to the questions o f graph
comprehension (Friel, Curcio, & Bright, 2001).
REFERENCES
Cazorla, L M . (2002). A relação entre a habilidade viso-pictórica
e o domínio de
conceitos estatísticos na leitura de gráficos (Unpublished doctoral dissertation).
Campinas State University, Brazil.
Friel, S., Curcio, F., & Bright, G. (2001). Making sense o f graphs: criticai factors
influencing comprehension and instructional impUcations. Journal for Research in
Mathemaíics Education, 32(2), 124-158.
Reading, C , & Shaughnessy, J. M . (2004). Reasoning about variation. In D . Ben-Zvi,
& J. Garfield (Eds.), 77?^ challenge of developing statistical Uteracy, reasoning
and thinking (pp. 201 -226). Neíherlands: Springer.
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