Letramento matemático e estatístico:: Uma análise com base nos resultados do pisa

• Karen François ^[2] ; Carlos Monteiro ^[1] ; Stijn Vanhoof ^[3]
  1. [1] Universidade Federal de Pernambuco

     Universidade Federal de Pernambuco

     Brasil

     
  2. [2] Free University Brussels
  3. [3] Catholic University Leuven

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• Localización: Em Teia: Revista de Educação Matemática e Tecnológica Iberoamericana, ISSN-e 2177-9309, Vol. 4, Nº. 1, 2013
• Idioma: portugués
• Títulos paralelos:
  • Mathematical and statistical literacy:: an analysis based on PISA results
• Enlaces
  • Texto completo
• Resumen
  • English

    In this paper we discuss the distinction between statistical literacy and mathematical literacy. The starting point of this discussion is the fact that within the Programme for International Student Assessment (PISA) statistical survey items are elaborated only from the mathematical literacy point of view. We first present theoretical elements on the differences between mathematics and statistics, between mathematical and statistical literacy and we elaborate on the growing interest in statistical literacy as a specific competence. Second we present results of an empirical analysis based on the PISA 2003 data. The analysis showed an extremely high correlation between mathematical and statistical literacy. In the conclusion we emphasise the necessity to reveal the notion of statistical literacy within the PISA results.

  • português

    Neste artigo discute-se a distinção entre letramento estatístico e letramento matemático. O ponto de partida dessa discussão é o fato de que no âmbito do Programa para Avaliação Internacional de Estudantes (PISA) itens da pesquisa relacionados à Estatística são elaborados apenas a partir do ponto de vista do letramento matemático. Em primeiro lugar apresentamos elementos teóricos sobre as diferenças entre matemática e estatística, entre letramento matemático e estatístico, tecendo considerações sobre o crescente interesse em letramento estatístico como uma competência específica. Segundo apresentamos resultados de uma análise empírica com base nos dados do PISA 2003. A análise mostrou uma correlação muito alta entre matemática e estatística. Como conclusão destacamos a necessidade de revelar a noção de letramento estatístico dentro dos resultados do PISA.

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