Usando visualizações de dados para ler a palavra e o mundo
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e77361Palavras-chave:
Ensino de estatística, Visualização de dados, Alfabetização crítica, Alfabetização estatística críticaResumo
As pessoas são frequentemente expostas a uma grande variedade de visualizações de dados em suas vidas diárias. Embora haja uma longa história de educadores de matemática e estatística investigando maneiras de ajudar as pessoas a ler gráficos de dados, as demandas das diversas visualizações de dados atuais são diferentes e, além disso, sociopolíticas. Neste artigo, apresentamos o processo de desenvolvimento pelo qual passamos para criar uma estrutura rica em teoria e explorada empiricamente para a leitura de visualizações de dados, investigando como os professores leem a visualização de dados de maneira crítica. Fazemos isso apresentando duas iterações de um projeto de pesquisa de design que visa desenvolver a alfabetização estatística crítica de professores de matemática para fazer e ensinar investigações de dados sobre questões sociopolíticas. A partir de nossos dois estudos qualitativos, chegamos a três conclusões significativas: 1) As perguntas que fazemos em uma atividade de visualização de dados parecem ajudar a criar oportunidades para as pessoas lerem gráficos de maneiras diferentes. 2) A forma como uma visualização de dados se relaciona com a experiência de vida de uma pessoa parece impactar a maneira como ela lê a visualização de dados. 3) As atividades de visualização de dados podem servir como ponto de partida para o desenvolvimento de uma alfabetização estatística crítica, conectando a leitura atual que as pessoas fazem do mundo com a leitura da palavra.
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Copyright (c) 2026 Travis Weiland, Anita Sundrani, Shelton Shelton, Mandana Delavari
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