Year: 2025
Type: article
Abstract: Undergraduate mathematics professors face numerous challenges, particularly in teaching statistical representations, as there is a noticeable lack of studies on the impact of collaborative practices and teacher training on student engagement and comprehension. Thus, this study investigates how structured collaborative practices, supported by challenging activities, contribute to the development of critical thinking and engagement of high school students in the analysis of statistical graphs. It was conducted in a private educational institution located in Vitória, Espírito Santo, using an experiential narrative aimed to describe the pedagogical essay "Misleading Graphs", based on observations and metacognitive reflections involving theoretical triangulation based on Shulman, Tardif and Fiorentini. Its results reveal that a combination of collaborative strategies and continuous teacher training strengthens students' participation and understanding of mathematics. Furthermore, it is also evidenced that reconfiguring the classroom environment and adapting group roles promote greater equity in student participation.
Institution: Universidade de Taubaté
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
Open Access status: diamond
OpenAlex ID: W4409786565