Presence of statistics in mathematics undergraduate programs in the state of Minas Gerais
Given the importance of Statistics Education within the Brazilian curriculum for basic education, the undergraduate mathematics programs must prepare future teachers of Mathematics for such educational practices. In this article, we endeavor to address the following inquiries: are Mathematics teache...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Catarina (UFSC) |
| Repositório: | Revemat - Revista Eletrônica de Educação Matemática |
| Idioma: | português |
| OAI Identifier: | oai:periodicos.ufsc.br:article/96804 |
| Acesso em linha: | https://periodicos.ufsc.br/index.php/revemat/article/view/96804 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Educação Estatística Licenciatura em Matemática Educação Básica Statistics Education License in Mathematics Basic Education |
| Resumo: | Given the importance of Statistics Education within the Brazilian curriculum for basic education, the undergraduate mathematics programs must prepare future teachers of Mathematics for such educational practices. In this article, we endeavor to address the following inquiries: are Mathematics teachers sufficiently prepared to cultivate statistical literacy in their students? Additionally, are the undergraduate mathematics programs prepared to foster and stimulate statistical thinking among the future mathematics teachers? To accomplish this objective, we aim to explore the manner in which statistical content is incorporated into the curriculum of mathematics undergraduate programs in the state of Minas Gerais, given that such an investigation appears to be unprecedented in this region. We use quantitative documentary research through Course Pedagogical Plans and curricula, examining disciplines related to statistics. We used information available on the Ministry of Education and on education institutions websites, obtaining a sample with a total of 100 programs. We analyzed the number of disciplines and courses offered, periods that they are offered, and class hours allocated to four distinct categories: conceptual statistics, combinatorial analysis, others, and statistics education. Furthermore, we conducted a comparison between public and private educational institutions and between distance and in-person courses. The findings reveal to a limited presence of such subjects, particularly those with an educational focus, emphasizing a necessity for program adjustments to align with the recommendations of the Brazilian curriculum proposals. |
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