The statistical treatment in Mathematics textbooks of the 5th year of elementary school

Abstract

This article is a cutout in the process of completing a pedagogy course at the State University of Bahia, referring to the year 2019. It presents the approach of statistical treatment in the mathematics textbooks of the 5th grade of elementary school, adopted by a municipal school in the interior of Bahia. To understand the statistical treatment in these manuals, we analyzed the nature of the statistical approach of this material with the purpose of establishing the relationship between the statistical treatment presented and the process of constructing critical competence of students in the 5th grade of elementary school and understanding the process of formation of statistical literacy in these teaching manuals. The methodology used in this research was qualitative in nature whose data were generated in the textbooks, leading us to build a documentary analysis to generate, guide and achieve the proposed objectives. We consulted two separate manuals. When analyzing them, we identify, in manual 1, a low complexity targeted method in which the student can develop it alone; however, about manual 2, the students develop the activities together with the teacher, needing a mediation and pedagogical accompaniment of this professional. We conclude that the presentation of activities involving statistical treatment in textbooks presents abstract information at a simple and complex level of difficulty, which hinders conceptual linearity, know-teacher-student interaction, teaching processes and statistical learning in the early years.