Atitudes e concepções de professores dos anos Iniciais do ensino fundamental em relação ao ensino de Estatística em escolas públicas e privadas em Uberlândia (MG)

Abstract

This research is included in the research line "Fundamentals and educational practices" and is a subproject of a larger project entitled "Design and Practice of Early Years Teachers of Elementary Education in Triângulo Mineiro in Relation to Mathematics and Statistics" - Call 13 / 2012 - Basic Education - Partnership FAPEMIG/CAPES - Case No. CHE - APQ-03516-12, lasting thirty-six months from July 2013 to June 2016. In this subproject was defined as an object researching the attitudes and teachers' conceptions of the early years of elementary school in relation to the teaching of Statistics in eight schools in the city of Uberlândia (MG), two public schools, two public schools, one federal and three private schools. The guiding research question was: What are the attitudes and conceptions of teachers who teach mathematics in the early years of elementary school in relation to Statistics Teaching? You should investigate and seek a deeper understanding based on how teachers integrate their statistical expertise in pedagogical practice and their role conceptions can have on education. According to Moron and Brito (2001), are linked to conceptions attitudes, for example, the expectations and the understanding that each teacher has what is its role in a given situation. And define attitude as a psychological condition necessary for the individual to perform a task successfully, having a cognitive and affective character prone to action. Besides this we also adopt the definition of Brito (1998), namely that considers attitude as the way to see, feel, and react, specific to each individual, directed to objects, events or people that assume different direction and intensity according to their experiences. Through a questionnaire with open and closed questions was intended to obtain educational-cultural-socio-demographic information about the research subjects and also verifying the design of teachers in relation to teaching Statistics from the following issues: (1) What statistic is for you? (2) In your opinion as a person acquires knowledge in Statistics? (3) How do you work the statistical content in their classes? (4) How do you incorporate everyday situations in their classrooms Statistics? The information obtained from the answers to these questions were analyzed using content analysis of Bardin (2009). Finally was adapted Attitude Scale for Teachers in relation to Statistics - EAPE of Oliveira Junior and Morais (2009) to determine how teachers of the early years of elementary school are placed towards Education Statistics. The scale consists of items, positive and negative, each with 4 possible responses without the inclusion of neutral alternative. It is considered that the positioning of teachers in the early years of elementary school meets as Ponte (1992) defines conception when he says that they have essentially cognitive nature and act as a kind of filter, giving meaning to things or acting as a blocker for new situations, limiting the possibility of action and understanding. Considering the results obtained in the analysis of reliability, concurrent validity and construct validity of the scale EAPANE presents satisfactory psychometric properties to measure the construct "Positivity Attitude of Teachers of the early years of elementary school in relation to Teaching Statistics".