APPDAC: um protótipo de aplicativo para a prática do ciclo investigativo e letramento estatístico

Abstract

Students adapt to new technologies and the digital world more satisfactorily than teachers. In this sense, active methodologies fit with advances in these technologies as they seek greater student autonomy. This is fundamental above all in subjects that, historically, carry the stigma of being difficult, such as Mathematics. Digital Educational Resources (DER) are configured as alternatives to assist teachers in offering other representations about the studied subject, which can be more objective, dynamic and interactive. Studies prove the scarcity of DERs to aid in the teaching of Information Treatment, even though the means by which students most access resources are mobile devices. As an active methodology to assist in the teaching of Statistics, the investigative cycle places students in the position of researcher for the production of a statistical investigation. This research aims to answer the question "How to optimize, through an application, the investigative cycle?". To try to answer this question, the work aims to design a mobile application to optimize the development of statistical literacy through the practice of PPDAC. For this challenge, the specific objectives were: I) Identify, in other applications, technical and pedagogical characteristics necessary for a DER to assist in the Development of Statistical Literacy; II) Prototyping, on low-fidelity screens, a DER to work with the Investigative Cycle; and III) confirm the prototype on screen with specialists (Teachers and Researchers from REM) with knowledge of the Investigative Cycle. For Identification and Prototyping, the Design Science Research Methodology was used, for validation, the Delphi methodology was used, and 19 responses were received, which in the end resulted in a sample of the effects found in the digital transformation of phases of the Investigative Cycle from classroom to classroom. digital (with and without internet). Difficulty in phases such as Problematization and Conclusion was noted due to its discursive characteristics, which would be better done in person. However, it would help the teacher in the implementation of the Investigative Cycle, with students obtaining greater consensus among the evaluators. Furthermore, the need for teacher training on the investigative cycle and the maturity necessary to cover their practice by other means was also emphasized.