This paper is from Session 4A: Statistical education: the education of teachers and children
which comes under Topic 4: Improving teaching and capacity in statistics education
Paper 4A4 (Thursday 12th, 16:00-17:30)
Creative insubordination and the argumentative process in Statistical Education in early childhood
Presenter
- Solange Aparecida Corrêa (University Cruzeiro do Sul, Brazil)
Co-author
- Celi Espasandin Lopes (Universidade Cruzeiro do Sul, Brazil)
Abstract
The purpose of this paper is to reveal the creative insubordination of students regarding activities proposed by the teacher, by means of argumentation, expressed in Statistics activities. To do so, we posed the following question: While learning mathematics and statistics, how do students become creatively insubordinate regarding the activities proposed and argue in favor of their own interests? To answer this question, we collected data from the children’s oral and written narratives. The investigation of narratives is taken not only as methodology but as a means of constructing reality, as this methodology is anchored on ontology. It becomes clear that the argumentative process arising from the analysis of the data increases the children's self-confidence and autonomy, as well as enables the appropriation of statistical skills.