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Desenvolvimento do pensamento estatístico em crianças de três anos
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Abstract(s)
A matemática assume um papel fundamental na estruturação do pensamento do ser humano assim como desempenha uma importante função para a vida do dia a dia. Dada a sua importância, desde cedo, é relevante estimular competências matemáticas para a criança ser, futuramente, um cidadão matematicamente literato. Neste sentido, trabalhar com as crianças a organização e tratamento de dados (OTD), no domínio da matemática, constitui uma forma de desenvolver uma cidadania informada nas crianças desde o pré-escolar.
A organização e tratamento de dados, concretamente, o pensamento estatístico, pressupõe a formulação de questões e conceção do plano, a recolha de dados, a representação e análise de dados e a interpretação dos dados e formulação de conclusões. Nesta perspetiva, os objetivos e questões de pesquisa enquadram-se na recolha de dados, como meio de estimular o reconhecimento individual e coletivo de uma população, e na construção, análise e interpretação de representações tabelares e gráficas no contexto da realidade das crianças.
Esta investigação decorreu no contexto de educação pré-escolar, numa Instituição Particular de Solidariedade Social (IPSS), no sotavento algarvio. Realizou-se com um grupo de vinte e uma crianças de três anos, de ambos os sexos, e visou o desenvolvimento do pensamento estatístico, entendido como uma forma de estruturar a realidade. Neste estudo, a intervenção educativa consubstanciou-se em três tarefas matemáticas, relacionadas com alimentação, que exploram os diagramas de Venn e de Carroll e um gráfico de barras manipulativo e visual, em 3D.
Os dados apontam para a capacidade de as crianças de três anos construírem os diagramas referidos atendendo a categorias simples, disjuntas e complementares. Na construção do gráfico de barras, as crianças manifestaram igualmente alguma capacidade para associar as suas escolhas individuais à construção de uma representação coletiva, neste caso dos frutos preferidos. Os dados apontam igualmente para dificuldades de análise das representações com especial incidência no diagrama de Carroll por ser uma tabela com dupla entrada, ao invés das restantes representações lineares.
Mathematics plays a key role in structuring human thinking as well as playing an important role in everyday life. Given its importance, from an early age, it is relevant to stimulate mathematical skills for the child to be a mathematically literate citizen in the future. In this sense, working with children on data handling in the field of mathematics is a way of developing informed citizenship in children from preschool. Data handling, namely statistical thinking, presupposes the formulation of questions and design of the plan, data collection, data representation and analysis, and interpretation of data and formulation of conclusions. From this perspective, the research objectives and questions are framed in data collection as a means of stimulating individual and collective recognition of a population, and in the construction, analysis and interpretation of tabular and graphic representations in the context of children's reality. This research took place in the context of pre-school education in a Social Solidarity Institution (IPSS) in the eastern Algarve. It was carried out with a group of twenty-one three-year-olds of both genders and aimed at the development of statistical thinking, understood as a way of structuring reality. In this study, the educational intervention consisted of three food-related mathematical tasks that explore the Venn and Carroll diagrams and a manipulative and visual 3D bar graph. The data point to the ability of children from three years to build the diagrams serving simple, disjoint and complementary categories. In constructing the bar graph, the children also expressed some ability to associate their individual choices with the construction of a collective representation, in this case of the preferred fruits. The data also point to difficulties in the analysis of the representations with special incidence in the Carroll diagram because it is a double entry table, instead of the other linear representations.
Mathematics plays a key role in structuring human thinking as well as playing an important role in everyday life. Given its importance, from an early age, it is relevant to stimulate mathematical skills for the child to be a mathematically literate citizen in the future. In this sense, working with children on data handling in the field of mathematics is a way of developing informed citizenship in children from preschool. Data handling, namely statistical thinking, presupposes the formulation of questions and design of the plan, data collection, data representation and analysis, and interpretation of data and formulation of conclusions. From this perspective, the research objectives and questions are framed in data collection as a means of stimulating individual and collective recognition of a population, and in the construction, analysis and interpretation of tabular and graphic representations in the context of children's reality. This research took place in the context of pre-school education in a Social Solidarity Institution (IPSS) in the eastern Algarve. It was carried out with a group of twenty-one three-year-olds of both genders and aimed at the development of statistical thinking, understood as a way of structuring reality. In this study, the educational intervention consisted of three food-related mathematical tasks that explore the Venn and Carroll diagrams and a manipulative and visual 3D bar graph. The data point to the ability of children from three years to build the diagrams serving simple, disjoint and complementary categories. In constructing the bar graph, the children also expressed some ability to associate their individual choices with the construction of a collective representation, in this case of the preferred fruits. The data also point to difficulties in the analysis of the representations with special incidence in the Carroll diagram because it is a double entry table, instead of the other linear representations.
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Keywords
Pensamento estatístico Diagrama de venn Diagrama de carroll Gráfico de barras Educação pré-escolar