O livro aberto de matemática: uma breve análise sobre as atividades que contém gráficos estatísticos

Abstract

This dissertation investigates the teaching-learning process of statistical graphs from the analysis of the textbook, with the objective of establishing levels of reading and understanding of graphs and tables available to high school students and teachers. We analyzed the Open Book of Mathematics: rethinking the teaching of Mathematics through an open and collaborative initiative. The theoretical framework was based on two theories: the levels of reading the graphs (CURCIO, 1989; FRIEL; CURCIO; BRIGHT, 2001); and the application of the Didactic Adequacy Theory inserted in an Ontosemiotic Approach (EOS) of Mathematical Knowledge and Instruction (GODINO; BTANERO; FONT, 2008). In this research, 55 graphs divided into two chapters of the Open Book of Mathematics were analyzed, as well as the levels of graphic comprehension and the application of empirical indicators of didactic adequacy through content analysis. As a result, we noticed the predominance of bar, histogram and boxplot graphs; regarding reading levels, we identified the prevalence of Level 4, that is, “reading behind the data”, and regarding didactic adequacy and its components, we observed medium and high levels.