| dc.creator | Souza, LD | |
| dc.creator | Lopes, CE | |
| dc.date | 2011 | |
| dc.date | 2014-07-30T19:00:43Z | |
| dc.date | 2015-11-26T17:50:41Z | |
| dc.date | 2014-07-30T19:00:43Z | |
| dc.date | 2015-11-26T17:50:41Z | |
| dc.date.accessioned | 2018-03-29T00:33:58Z | |
| dc.date.available | 2018-03-29T00:33:58Z | |
| dc.identifier | Bolema-mathematics Education Bulletin-boletim De Educacao Matematica. Unesp-dept Mathematica, v. 24, n. 40, n. 659, n. 677, 2011. | |
| dc.identifier | 0103-636X | |
| dc.identifier | WOS:000300372200003 | |
| dc.identifier | http://www.repositorio.unicamp.br/jspui/handle/REPOSIP/72616 | |
| dc.identifier | http://repositorio.unicamp.br/jspui/handle/REPOSIP/72616 | |
| dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/1289756 | |
| dc.description | This paper describes part of a study that aimed to investigate the contributions that technology use can bring to stochastic education. The term stochastic has been used to refer to the interrelationship of the concepts of combinatorics, probability and statistics. Although the study emphasized the teaching and learning of probability and statistics, this text describes the activities related to the probabilistic study. The research was qualitative, with interpretive analysis based on categories that emerged from the empirical part: simulation, interaction and problem-solving. The analytic process converged with the preparation of a case study of a group of four students with whom the activities were developed, and the following problem was investigated: how can technology resources be useful for the construction of new knowledge about stochastic in the elementary school? To answer this question we used Vygotsky's perspective, considering that learning activities can promote learning through internalization. Thus, the process focused on the interaction having the collective dimension and the support of technological resources. It became evident that the inclusion of these resources generates broader and accurate knowledge but requires a teacher with much deeper theoretical and methodological knowledge on the subject. Moreover, the results highlighted the importance of simulation and the process of interaction in stochastic education. | |
| dc.description | 24 | |
| dc.description | 40 | |
| dc.description | 659 | |
| dc.description | 677 | |
| dc.language | pt | |
| dc.publisher | Unesp-dept Mathematica | |
| dc.publisher | Rio Claro | |
| dc.publisher | Brasil | |
| dc.relation | Bolema-mathematics Education Bulletin-boletim De Educacao Matematica | |
| dc.relation | Bolema-Math. Educ. Bull. | |
| dc.rights | aberto | |
| dc.source | Web of Science | |
| dc.subject | Teaching and Learning | |
| dc.subject | Statistics Education | |
| dc.subject | Middle School | |
| dc.subject | Technology | |
| dc.title | The Use of Simulation and Technology in Teaching Stochastic | |
| dc.type | Artículos de revistas | |
