Author(s): Oliveira, H ; Canavarro, A.P. ; Henriques, A ; Colaço, S
Date: 2016
Persistent ID: http://hdl.handle.net/10174/17121
Origin: Repositório Científico da Universidade de Évora
Subject(s): statistical literacy; student learning; teacher education
Recent international and national mathematics curriculum guidelines indicate the development of students’ statistical literacy, at different levels of schooling, as a major educational aim. In Portugal, the mathematics syllabus for basic education, which began to be implemented in 2009, gave a greater emphasis on statistics, presenting more demanding learning goals, since the elementary levels. This represented a challenging situation for practicing teachers, requiring them to develop new perspectives about the teaching and learning of statistics. In this context, the project Developing statistical literacy: Student learning and teacher education was planned aiming to study the development of statistical literacy from elementary to secondary education, with special attention to two main issues: i) the characterization of key aspects of students’ statistical literacy, particularly regarding the ability to formulate questions, collect data and represent them to answer those questions, and ii) the development of statistical and didactical knowledge for teaching in different schools levels. As the project unfolded, another research strand associated with students’ statistical reasoning and the necessary conditions for its development emerged.
