Relação entre a construção de espaços amostrais e o raciocínio proporcional de estudantes da Costa Rica

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Luis A. Hernández-Solís
Universidad Estatal a Distancia, Costa Rica
https://orcid.org/0000-0003-2956-8102
Carmen Batanero
Universidad de Granada, España
https://orcid.org/0000-0002-4189-7139
María M. Gea
Universidad de Granada, España
https://orcid.org/0000-0002-5229-0121

Resumo

O objetivo do estudo foi analisar a relação entre o nível de raciocínio proporcional e a construção do espaço amostral em estudantes da Costa Rica. Para o efeito, foram utilizados dois questionários, cada um com três itens de comparação de razões, que no seu conjunto consideram seis níveis diferentes de raciocínio proporcional. Além disso, os dois questionários incluíam dois itens idênticos sobre a construção do espaço amostral compatível com um acontecimento certo, equiprovável e impossível. As respostas de 292 alunos do 6º ao 10º ano (11 a 15 anos) a estes questionários analisam o raciocínio proporcional demonstrado e o tipo de acontecimento que ocorreria de acordo com o espaço de amostragem construído. Os resultados indicam que poucos alunos atingem o nível mais elevado de raciocínio proporcional, embora a proporção dos que o fazem aumente com o ano. A construção de espaços de amostra associados ao acontecimento impossível e certo foi difícil e observa-se uma relação direta com o nível de raciocínio proporcional, confirmada pela correlação entre o nível de raciocínio proporcional e o número de espaços de amostra construídos corretamente.

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Publicado: Jul 30, 2024
Edição: v. 3 (2024): Revista de Educación Estadística
Seção: Investigación
DOI: https://doi.org/10.29035/redes.3.1.1
Palavras-chave: Probabilidade, Raciocínio, Avaliação

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Relação entre a construção de espaços amostrais e o raciocínio proporcional de estudantes da Costa Rica. (2024). Journal of Statistical Education, 3, 1-28. https://doi.org/10.29035/redes.3.1.1
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