A produção de vídeos por estudantes da educação básica: uma possibilidade de abordagem metodológica no ensino de estatística

Abstract

The objective of this work was to investigate the potentialities and limitations of the use of "video production" as a methodological alternative during the teaching of "Statistics", based on the concept of "Statistical Education". In particular, we set out to investigate how iteration occurred between students of basic education and knowledge of a statistical nature through the production of videos during math classes. With this, we developed a qualitative research, where the research context took place during the implementation (action research) of a sequence of teaching of statistical content in a first year class of integrated technical education of a Federal Institute located. in the state of Parana. During this sequence, the students were encouraged to work in groups, where each group produced a video (a total of 11 videos were produced within the class), based on a free choice theme, addressing measures of central tendency. (average, fashion and median), within the theoretical perspective of “statistical research” (MENDONÇA; LOPES, 2011). Thus, the data discussed during the work come from field diary (from the researcher-teacher), the videos produced by the groups and the semi-structured interviews with the students. In addition, we adopted as theoretical framework research produced in the area of Mathematical Education that discuss about Statistical Education, use of technologies in mathematics teaching and use of digital videos in mathematics discipline. From the interpretative analysis of the generated data, students' view regarding the production of videos in mathematics classes emerged as something innovative, motivating and relaxed, showing the potential of video as a methodological alternative and the multimodal character of videos. Humans interaction with media promoted signs of learning. Some limitations were pointed out by the students as the lack of adequate space for recording, difficulty in framing, time management. In addition, it was possible to identify some evidence of students' statistical learning, such as the concepts of average, fashion, median and the use of graphs and tables, showing that an environment with the use of new technological resources can contribute to the implementation of Statistical Education. in Basic Education, enhancing self-learning and enabling students to participate in all stages of statistical research.