Ensino de probabilidade: Análise de uma proposta para os anos finais do Ensino Fundamental

Abstract

The present research is inserted in a qualitative perspective, of bibliographic nature, having as a cutback the teaching of Probability in the final four years of Elementary School. It was developed in an analytical and critical view, with the general aim of analyzing a proposal of teaching elements of Probability Theory, considering the different theoretical models linked to it, in the works of researchers that deal with the subject, as well as the recommendations present in documents related content, such as the National Curricular Parameters and the Curricular Common National Base. Based on the analysis of the four books of the collection, we emphasize, as negative aspects of the proposal under analysis the little proposition of experimental activities; absence of explanations of basic elements of theory; little variety of exploratory contexts of content, with prevalence of data use, coins, playing cards and ballot boxes; and predominance of the Classic meaning of Probability, in most of the proposed activities. We highlight as a positive aspect the fact that the collection of Mathematics textbooks analyzed by us addresses the content of Probability in all volumes directed to the final four years of Elementary School (Grade 6 to Grade 9). Based on the results of our analysis we have elaborated general recommendations that we intend to assist in teaching elements of Probability Theory in the final four years of elementary school, regardless of the Mathematics collection textbooks adopted at school.