Pedagogical Trends in the teaching of statistics: teachers’ perspective

Abstract

Today, teaching statistics is fundamental. The importance attributed to the teaching of this science is due to its dissemination and indispensability in several areas of knowledge. In order to optimize student learning, it's necessary to emphasize the importance of teachers in organizing the selection and distribution of statistical content to be taught throughout the school year. Knowing this need, this research had a qualitative character and aimed to analyze pedagogical trends about the distribution and development of statistical content, declared by teachers of the 8th year of elementary school, during the school year. The subjects of this research were nine teachers participating in the Formative Process of REM-NE with the #COmVIDa Mathematics course who declared to teach mathematics for classes in the 8th grade of elementary school. This work presented as theoretical support the classification of pedagogical trends according to Libâneo. The data obtained were analyzed according to Content Analysis. The results showed that when it came to the contents taught, teachers did not declare to consider the context in which the school was inserted. However, when it came to how teachers organize their teaching practice and possible relationships with their students, they stated consider the school context. Noticing a dissonance between the statements. Furthermore, the results showed that the ideas of the pedagogical trends most frequently present in teachers' statements were those of the traditional liberal trend, which is the most present throughout educational history, and those of the renewed progressive liberal trend, which is often present in the training of new teachers in degree courses.