BRAZILIAN RESEARCH IN STATISTICS, PROBABILITY AND COMBINATORICS EDUCATION: A LOOK AT THESES
DOI:
https://doi.org/10.52041/serj.v22i3.583Keywords:
Statistics education research, Probabilistic and combinatorial education, Brazilian dissertations, Teaching statistics, Teaching probability, Teaching combinatoricsAbstract
In this article, we first analyze the situation of statistics education in Brazil, within an international context of interest for this discipline. Secondly, we aim to answer the following research question: How has doctoral research in statistics, probability, and combinatorics education evolved in Brazil? For this purpose, we analyzed the Brazilian doctoral research production from 1994 to 2021. We identified 102 completed dissertations in doctoral programs over the last 28 years. Within this research context, we analyzed the graduate programs, advisors, research themes, grade levels and participants studied, theoretical frameworks, and the data analysis methodologies employed. Even though doctoral research has developed slowly and irregularly, there has been an increase in the number of studies, driven by the growth of graduate degrees offered in the last few years.
References
Batanero, C. (2001). Didáctica de la estadística. Universidad de Granada. http://doi.org/10.13140/RG.2.1.3946.7044
Batanero, C. (2019). Thirty years of stochastics education research: Reflections and challenges. In J. M. Contreras, M. M. Gea, M. M. López-Martín & E. Molina-Portillo (Eds.), Actas del Tercer Congreso Internacional Virtual de Educación Estadística, Granada, Spain. www.ugr.es/local/fqm126/civeest.html
Brazil Ministério da Educação. (2018). Base nacional comum curricular. [Common base national curriculum]. http://basenacionalcomum.mec.gov.br/
Buehring, R. S., & Grando, R. C. (2019). Pesquisas brasileiras em educação estatística na infância: suas contribuições para o campo de investigação e para a prática. REVEMAT, 14. https://doi.org/10.5007/1981-1322.2019.e62836
Coutinho, C. Q. S., Santos, A. A., & Giordano, C. C. (2019). Educação estatística, cidadania e livros didáticos: o papel do letramento estatístico. REVEMAT, 14(1). https://doi.org/10.5007/1981-1322.2019.e58951
Dowd, A. C., & Johnson, R. M. (2020). Why publish a systematic review: An editor’s and reader’s perspective. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond & K. Buntins (Eds.), Systematic reviews in educational research: Methodology, perspectives, and application (pp. 69–87). Springer. https://doi.org/10.1007/978-3-658-27602-7_5
Fiorentini, D., Passos, C. L. B., Lima, R. C. R. (Eds.). (2016). Mapeamento da pesquisa acadêmica brasileira sobre o professor que ensina matemática: Período 2001–2012. FE/UNICAMP. https://econtents.bc.unicamp.br/omp/index.php/ebooks/catalog/view/39/34/121
Gal, I. (2002). Adults’ statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70(1). https://doi.org/10.2307/1403713
Gal, I. (2005). Towards “probability literacy” for all citizens: Building blocks and instructional dilemmas. In G. A. Jones (Ed.), Exploring probability in school: Challenges for teaching and learning (pp. 39–63). Springer.
Gal, I. (2021). Promoting statistical literacy: Challenges and reflections with a Brazilian perspective. In C. E. F. Monteiro & L. M. T. L. Carvalho (Org.), Temas emergentes em letramento estatístico (pp. 37–59). UFPE.
Garfield, J. B., Ben-Zvi, D., Chance, B., Medina, E., Roseth, C., & Zieffler, A. (2008). The discipline of statistics education. In J. B. Garfield & D. Ben-Zvi (Eds.), Developing students’ statistical reasoning (pp. 3–19). Springer. https://doi.org/10.1007/978-1-4020-8383-9_1
International Statistical Institute. (2023a) History of the International Statistical Institute. https://www.isi-web.org/history
International Statistical Institute. (2023b). Strategy 2017–2021. https://www.isi-web.org/strategy-2017-2021
Lopes, C. E., Coutinho, C. Q. S., & Almouloud, S. (Org.). (2010). Estudos e reflexões em educação estatística. Mercado de Letras.
Lopes, C. E., & Souza, L. O. (2016). Aspectos filosóficos, psicológicos e políticos no estudo da probabilidade e da estatística na educação básica. Educação. Matemática Pesquisa, 18(3), 1465–1489.
März, V., & Kelchtermans, G. (2013). Sense-making in teacher’s reception of educational reform. A case study on statistics in a mathematics curriculum. Teaching and Teacher Education, 29, 13–24. https://doi.org/10.1016/j.tate.2012.08.004
Moraes, M. G., & Peixoto, J. (2017). Estado do conhecimento como perspectiva crítica para as pesquisas em educação: educação e tecnologias em questão. Revista Reflexão e Ação, 25(3), 321–338. https://doi.org/0.17058/rea.v25i3.9722
Morosini, M. C., & Fernandes, C. M. B. (2014). Estado do conhecimento: Conceitos, finalidades e interlocuções. Educação Por Escrito, 5(2), 154–164.
Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. In O. Zawacki-Richter et al. (Eds.), Systematic reviews in educational research: Methodology, perspectives and application (pp. 3–22). Springer. https://doi.org/10.1007/978-3-658-27602-7_1
Porciúncula, M., Samá, S., Rocha, C. A., & Carvalho, J. I. F. (2018). Every citizen needs to know statistics! What are we doing? Brazilian research in statistics education. In A. J. Ribeiro, L. Healy, R. E. S. Borba & S. H. A. Fernandes (Eds.), Mathematics education in Brazil: Panorama of current research (pp. 249–264). Springer. https://doi.org/10.1007/978-3-319-93455-6
Phillips, B. (2002). The IASE: Background, activities, and future. Proceedings of the International Conference on Teaching Statistics ICOTS-6), Durban, South Africa. https://www.stat.auckland.ac.nz/~iase/publications/1/5d2_phil.pdf
Ribeiro, C., & Paván, A. (Eds.) (2000). Investigações Hispano-Brasileiras en educación estadística [Hispano-Brazilian investigations in statistical education]. Akademy.
Romanowski, J. P., & Enz, R. T. (2006). As pesquisas denominadas do tipo “Estado da Arte” em educação. Diálogo Educacional, 6(9), 37–50.
Santos, R. M. (2017). Balanço das pesquisas sobre formação/prática de professores que ensinam estatística, probabilidade e combinatória. Zetetiké, 25(1), 204–219. https://doi.org/10.20396/zet.v25i1.8647576
Schreiber, K. P., & Porciúncula, M. (2019). Mapeamento de pesquisas sobre Educação Estatística na Biblioteca Digital Brasileira de Teses e Dissertações: Um olhar para a formação de professores de Matemática. REVEMAT, 14. https://doi.org/10.5007/1981-1322.2019.e62799
Silva, J. F., Curi, E., & Schimiguel, J. (2017). Um cenário sobre a pesquisa em educação estatística no Boletim de Educação Matemática–BOLEMA, de 2006 até 2015. Bolema, 31(58), 679–698. http://doi.org/10.1590/1980-4415v31n58a08
Tinti, D. S., Lopes, C. E. (2021). Overview of Brazilian research on statistics education involving teachers: Methodological paths and training contexts. Statistics Education Research Journal, 20(2), Article 17. https://doi.org/10.52041/serj.v20i2.414
Vásquez, O. C. (2020). Educación estocástica en el aula escolar: una herramienta para formar ciudadanos de sostenibilidad. Matemáticas, Educación y Sociedad, 3(2), 1–20.
Viali, L. (2008). O ensino de estatística e probabilidade nos cursos de Licenciatura em Matemática. Procceding of the Décimo Oitavo Simpósio Nacional de Probabilidade e Estatística, Estância de São Pedro, São Paulo, Brazil.
Watson, J. M. (2006). Statistical literacy at school: Growth and goals. Lawrence Erlbaum. https://doi.org/10.4324/9780203053898
