Ambiente virtual de aprendizagem para o ensino de probabilidade e estatística nos anos iniciais do ensino fundamental

Abstract

This study aimed to develop a Virtual Learning Environment for teaching probability and statistics in the early years of elementary school in the light of the official curriculum documents and teaching practices. In order to achieve this goal, a survey was applied, with qualitative approach of interpretative nature with teachers of the early years of elementary school of the Municipal Network of Teaching of Ponta Grossa / PR. Teaching of Probability and Statistics in the early years is understood in this research from Lopes concepts (1998, 2003, 2008, 2010); Guimarães (2014); Grando, Nacarato and Lopes (2014); Lopes and Oliveira (2013); Silva (2011); Borba Monteiro Guimarães, Coutinho and Kataoka (2011). The reflections on the theme of teaching process through the use of technology are guided in Ben-Zvi (2011); Batanero (2001); Estevan (2010); Estevan and Kalinke (2013); Bridge and Fonseca (2001); Lira and Monteiro (2011); among others. Teacher education and their knowledge is understood from the perspective of Nóvoa (2009); Shulman (1986, 2005) and Mishra and Koehler (2006, 2008). For realization of this study originally was conducted an analysis of existing curriculum documents CPN (BRAZIL, 1997) and Municipal Curriculum Guidelines (PONTA GROSSA, 2015); later was applied a questionnaire in order to ascertain the teaching practices for teaching Probability and Statistics, seeking a possible relationship of these practices with the curriculum documents. After this analysis stage, began the development of the VLE, based on the proposed curriculum, the theoretical study and teaching practices revealed in the questionnaire. At a later stage the teachers were invited to interact and participate in the development, through a meeting in which they were presented the proposal and urged to intervene in it, opining and revealing their longing for the tool. After this meeting of co-participation in the development, the VLE was finalized, taking into account proposals made by teachers. With the results, you can see that teachers say they work most of the proposed content in curriculum documents, however, the documents have gaps that need to be filled. As for the interaction in the VLE construction process, research has shown that there are many acceptance difficulties when seeking other ways to the development of technological tools for teaching and also new training proposals. Based on the data, it was observed that there is need for more effective proposals for teacher training in the early years to work with the Probability and Statistics, proposals that address the specific issues of content. Nevertheless, it is possible to infer that the participation of teachers in the technological resources development process is critical so that these resources are actually developed with attention to the concerns of teachers and classroom reality.