Contribuições de uma sequência didática para o letramento estatístico de alunos do 3º ano do ensino médio.

Abstract

This research is characterized as qualitative and aims to analyze the contributions of a didactic sequence developed from an electricity account for the development of statistical literacy with students from 3rd year of high school. It also seeks to promote the acquisition of statistical skills that allow students to interpret information in a data set and stimulate the interpretive / reflective thinking the same (statistical literacy). The survey was conducted with 15 students of 3rd year high school students in a public school in the city of Barra de Santa Rosa-PB. For the organization and development of research in we base the National Curriculum Standards and the National Curriculum Guidelines for Secondary Education, definitions and models of statistical literacy presented by DelMas (2002) and Watson and Callingham (2003) and the didactic sequence as methodology teaching. O result of this research shows the need for the use of statistical literacy practices more often, including other disciplines, so that students can statistical interpret concepts in practical contexts designed to develop the interpretive / reflective thinking on information.