巴西统计学、概率论和组合论教育研究：论文综述

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-12-19 DOI:10.52041/serj.v22i3.583

Lori Viali, Magnus Cesar Ody, Clarissa Coragem Ballejo, Elisabete RAMBO BRAGA

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引用次数: 0

摘要

在本文中，我们首先分析了巴西统计教育的现状，以及该学科所关注的国际背景。其次，我们旨在回答以下研究问题：巴西在统计学、概率论和组合论教育方面的博士研究是如何发展的？为此，我们分析了 1994 至 2021 年间巴西的博士研究成果。我们确定了过去 28 年中完成的 102 篇博士论文。在这一研究背景下，我们分析了研究生项目、导师、研究主题、研究年级和参与者、理论框架以及所采用的数据分析方法。尽管博士论文研究的发展缓慢且无规律可循，但在过去几年中，随着研究生学位的增加，研究数量也在不断增加。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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BRAZILIAN RESEARCH IN STATISTICS, PROBABILITY AND COMBINATORICS EDUCATION: A LOOK AT THESES

In this article, we first analyze the situation of statistics education in Brazil, within an international context of interest for this discipline. Secondly, we aim to answer the following research question: How has doctoral research in statistics, probability, and combinatorics education evolved in Brazil? For this purpose, we analyzed the Brazilian doctoral research production from 1994 to 2021. We identified 102 completed dissertations in doctoral programs over the last 28 years. Within this research context, we analyzed the graduate programs, advisors, research themes, grade levels and participants studied, theoretical frameworks, and the data analysis methodologies employed. Even though doctoral research has developed slowly and irregularly, there has been an increase in the number of studies, driven by the growth of graduate degrees offered in the last few years.

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.