与孩子一起读写世界：统计思维与多元数据

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-07-31 DOI:10.52041/serj.v22i2.446

Roberta SCHNORR BUEHRING, Regina Célia Grando

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引用次数: 0

摘要

本文基于Engel（2017）和Freire（1989）对世界的解读，报道了巴西一所公立学校的一名教师和研究人员利用多元数据进行公民统计教学实践的研究。这项针对七岁和八岁儿童的研究说明了统计思维的复杂性，它始于对虚拟比较工具Dollar Street中关于人们如何生活在世界上的真实数据的检查。目的是了解儿童如何投资于由图像、文本、编码符号和位置组成的多元数据集，以得出关于现实的结论。在研究过程中，遇到了促进统计语言学习和使用这一更广泛的问题。研究结果强调了利用有意义的背景和个人经历中的多元数据，通过统计数据扩大儿童对自己和世界的认识的潜力。

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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READING AND WRITING THE WORLD WITH CHILDREN: STATISTICAL THINKING AND MULTIVARIATE DATA

This article reports on research in which a teacher and researcher from a Brazilian public school conducts civic statistics teaching practices with multivariate data, based on Engel’s (2017) and on Freire’s (1989) reading of the world. The research with seven- and eight-year-old children illustrates the complexity of statistical thinking that starts from examining real data from the virtual comparison tool Dollar Street on how people live in the world. The aim is to understand how children invest in a multivariate dataset of images, texts, coded symbols, and locations to draw conclusions about reality. During the progression of the research, the broader issue of promoting the learning and use of statistical language was encountered. The outcomes highlight the potential for using multivariate data from meaningful contexts and personal experiences to expand children’s awareness of themselves and of the world through statistics.

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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.