ADDRESSING WATER SCARCITY THROUGH STATISTICAL INQUIRY IN TEACHER EDUCATION
DOI:
https://doi.org/10.52041/serj.v23i2.722Keywords:
Statistics education research, Secondary science education, Inclusive statistics, Digital resources, Study and research pathsAbstract
This article presents the design and implementation of a study and research path for teacher education (SRP-TE) based on the Anthropological Theory of the Didactic. The goal is to analyze this teacher education proposal for inclusive statistics education aiming to overcome constraints derived from the phenomenon of the transparency of data treatment. The proposal starts with a newspaper report about the loss of water resources in Brazil and questions the data supporting it. The study focuses on one of the participating teachers from a disadvantaged region in the Northeast, where she worked in a rural school with few resources and poor infrastructure. The course helped her implement an inquiry activity with her sixth-grade students and mobilize digital resources for data visualization and graph representations. This case study contributed to analyzing how the SRP-TE promoted teachers’ professional development and provided elements for teaching inclusive statistics.
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