O Letramento estatístico no ensino médio: uma análise de livros didáticos

Abstract

This Final Course Work investigated how high school mathematics textbooks (BDs), approved by the National Textbook Program (PNLD), promote statistical literacy among students. With a focus on a detailed analysis of the volumes “Mathematics: Sciences and Applications” by Iezzi et al. (2016) and “Mathematics: Context and Applications” by Dante (2016), the study explored how these materials address fundamental statistical concepts and develop essential skills for the critical interpretation of data. The methodology used was based on a qualitative approach with a focus on documentary analysis in the BDs analyzed. When analyzing the BDs from the collections “Mathematics: Context and Applications” by Dante (2016) and “Mathematics: Sciences and Applications” by Iezzi et al. (2016), distinct approaches to statistical literacy were identified, which brought us closer to different concepts that are present in the BDs used in basic education units. Thus, it can be concluded from the analysis that statistics are taught in different ways in the textbooks analyzed. At times, teaching is static, and at other times, statistical literacy emerges in a broader way, enabling a more critical analysis of data and greater possibilities to enrich the teaching and learning processes. Thus, integrating statistical literacy in a meaningful way into the school curriculum can strengthen not only students' mathematical competence, but also their ability to interact critically with the statistical world that surrounds them.