Statistical literacy of high school students: an experience with the boxplot graph

Authors

  • Universidade Federal de Pernambuco, Recife, Brasil
  • Universidade Federal de Pernambuco, Recife, Brasil
  • Universidade de Pernambuco, Petrolina, Brasil

Keywords:

Statistical education, Statistical literacy, boxplot, Construction, Interpretation

Abstract

The model of Statistical Literacy (SL) proposed by Iddo Gal refers to a critical approach to interpreting and reflecting on statistical information released by the media. It points to the development of data reading skills, using knowledge elements and dispositional elements. In this article, we aim to analyze whether Statistical Literacy factors can contribute to the construction and interpretation of the boxplot in a context related to Covid-19 by middle teaching school students. Based on qualitative research, we applied an intervention and a questionnaire about the boxplot knowledge, in written and oral form. The participants were 14 first-year high school students from a school in the Brazilian semiarid of Pernambuco. The questionnaire addressed interpretation and construction of the boxplot graph based on the SL elements. Most participants had difficulties interpreting the graph, especially in relation to the distribution of the diagram. Furthermore, some demonstrated resistance in exposing their beliefs and adopting a critical stance in relation to elements of the context.

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Author Biographies

, Universidade Federal de Pernambuco, Recife, Brasil

Estudiante de Maestría en el Programa de Postgrado en Matemática y Educación Tecnológica - PPGEdumatec en la Universidad Federal de Pernambuco - UFPE. Graduado con Licenciatura Completa en Matemáticas por la Universidad de Pernambuco UPE - Campus Petrolina. Miembro del Grupo de Investigación en Enseñanza de Matemática y Estadística - GPEME, de la Universidad Federal de Pernambuco – UFPE. Publicaciones más destacadas: El Uso Del Material Didáctico En La Formación Inicial Docente Desde La Docencia A Distancia; y Protagonismo Juvenil y Participación escolar: desde la perspectiva de los estudiantes.

, Universidade Federal de Pernambuco, Recife, Brasil

Doctora en Educación por la Universidad Federal de Ceará, estudios en Psicología de la Educación Matemática por la Universidad Oxford Brookes, Inglaterra. Profesor Asociado III del Departamento de Políticas y Gestión Educativa del Centro Educativo UFPE, desempeñándose como docente en las Carreras de Licenciatura y como docente permanente en el Programa de Posgrado en Matemática y Educación Tecnológica, EDUMATEC. Es líder del Grupo de Investigación en Educación Matemática y Estadística, GPEME. Publicaciones más destacadas: Temas emergentes en la alfabetización estadística; Alfabetización probabilística de profesores de matemáticas de primaria: reflexiones sobre la educación continua.

, Universidade de Pernambuco, Petrolina, Brasil

Estudiante de Postdoctorado en Educación Matemática en la Universidad Estadual de Campinas-UNICAMP. Doctorado en Matemáticas y Educación Tecnológica por la UFPE. Profesor Adjunto I de la Universidad de Pernambuco UPE Campus Petrolina, trabajando en la junta de Matemáticas. Miembro del Grupo de Investigación en Educación Matemática y Estadística, GPEME. Publicaciones más destacadas: Alfabetización probabilística de profesores de matemáticas de primaria: reflexiones sobre la educación continua; Acceso e interpretación de datos sobre la pandemia Covid-19 por parte de docentes de Educación Básica.

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Published

2024-05-12

How to Cite

Rodrigues Ferreira, T. ., Teixeira Lima De Carvalho:, L. M. ., & da Silva Eugênio., R. . (2024). Statistical literacy of high school students: an experience with the boxplot graph. Areté, Doctorate in Education Digital Journal, 10(20), 69–86. Retrieved from http://caelum.ucv.ve/ojs/index.php/rev_arete/article/view/28353

Issue

Vol. 10 No. 20 (2024): Areté (julio - diciembre)

Section

Artículos de Investigación

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Copyright (c) 2024 Thatiany Rodrigues Ferreira, Liliane Maria Teixeira Lima De Carvalho:, Robson da Silva Eugênio.

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