A question of mean: student error reflections

Abstract

This work starts from the analysis of an experience lived by the author as a teacher in the disciplines of Applied Statistics and Biostatistics, from the correction of an assessment applied in the second semester of 2019, in higher education courses at a federal institution. The qualitative approach study aims to present a reflection on strategies that assist students in understand weighted arithmetic mean and teachers to approach this concept or other content in future moments, based on error analysis (CURY, 2017). Thus, using content analysis, the resolutions made by the students were systematized into six emerging categories, exemplified, and organized based on the researcher's understanding of the comprehension and concepts used by them. The results show the difficulties with the concept of average and point to the role of error analysis as a teaching and research methodology to be incorporated by mathematics teachers. The work also highlights the need to observe the specificity of each student and the existing singularities in the teaching-learning process, qualifying the teaching practice.