Theme choice in a Project-Based Learning: an interdisciplinary perspective
This article discusses interdisciplinarity in the teaching of Statistics through a Project-Based Learning. We´re sharing the discussion aroused by the publishing of the Common National Curriculum Base in 2018, that suggests learning projects, whose level of complexity and broadness increases gradual...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista Baiana de Educação Matemática |
| Idioma: | inglés |
| OAI Identifier: | oai:revistas.uneb.br:article/15435 |
| Acceso en línea: | https://www.revistas.uneb.br/baeducmatematica/article/view/15435 |
| Access Level: | acceso abierto |
| Palabra clave: | Letramento Estatístico. Projetos de Aprendizagem. Interdisciplinaridade. BNCC. Statistical Literacy Learning Projects Interdisciplinarity BNCC Alfabetización Estadística. Proyectos de Aprendizaje. Interdisciplinariedad. BNCC. |
| Sumario: | This article discusses interdisciplinarity in the teaching of Statistics through a Project-Based Learning. We´re sharing the discussion aroused by the publishing of the Common National Curriculum Base in 2018, that suggests learning projects, whose level of complexity and broadness increases gradually throughout the entire basic education (from six to seventeen years old). Our goal is to highlight the initial moment, which is paramount to the success of this approach: the selection of the theme to be investigated. Initially, it is a qualitative research study that analyses official documents, recent studies in the area, as well as recordings of the sessions in which teachers and students discuss the theme to be chosen. In the end, a few considerations that may contribute to promoting Statistics Literacy are presented. |
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