Resumo

ESTEVAM, Everton José Goldoni; CYRINO, Márcia Cristina de Costa Trindade  e  OLIVEIRA, Hélia. Teachers’ professional learning about the teaching of Statistics raised by reflections on the analysis of a multimedia case. Rev. Port. de Educação [online]. 2021, vol.34, n.1, pp.167-187.  Epub 20-Abr-2022. ISSN 0871-9187.  https://doi.org/10.21814/rpe.20709.

This study aims to understand teachers’ professional learning about the teaching of Statistics, evidenced in the reflections elicited by the analysis of a multimedia case based on exploratory teaching practice involving the concept of the average. The six teachers participating in an in-service teacher program, in Brazil, focused on in this article, analysed episodes of the referred case focused on: (i) manifestation by students of components of statistical thinking, and (ii) actions of the teacher in promoting students’ statistical thinking. The theoretical framework that guides the interpretative analysis of the data produced, mainly by participant observation, combines the notion of noticing and three levels of reflection on the practice: descriptive, grounded and critical. The results reveal changes in the nature and incidence of teachers’ reflections about: statistical concepts and the nature of statistical knowledge; ways of conducting a statistics class; and the plausibility of adopting similar practices by themselves. The nature of interactions and episodes in the case, the guiding questions, the cooperative dimension of exploration, and the intentional planning appear as central aspects of the in-service teacher programme that support those changes. It is concluded, therefore, that teacher education contexts with such characteristics can contribute to teacher’s professional learning in the field of Statistics Education, insofar as they promote their noticing skill oriented to the proposed themes.

Palavras-chave : Statistics education; statistical thinking; in-service teacher education; teachers’ noticing; exploratory teaching practice.

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