INQUIRY-BASED LEARNING FOR CRITICAL STATISTICAL LITERACY

Abstract

This work analyzes how Inquiry-Based Learning activities in the context of Statistics can contribute to the development of Critical Statistical Literacy in future Mathematics teachers. The aim is to promote reflection on the social nature of data, overcomethe ideology of certainty and build critical pedagogical practices. To this  end,  an  activity  was  conducted  with  Mathematics  degree  students,  involving  the  collection, organization and presentation of statistical  data in a dynamic carried  out in the Mathematics  Education Laboratory.  The   research focuseson   measures   of   central   tendency,   percentages   and   graphical representations. The dynamic investigated how pre-service teachers analyze and present statistical results, both orally and through visual representations. At the end, a questionnaire was administered to evaluate the effectiveness of the proposal and possible applications in Basic Education. The results, discussed in the light  of  Critical  Mathematics  Education,  show  that  undergraduate  students  have  potential  for  criticalreflection and for connecting Mathematics with social themes, when inserted in an investigative scenario that encourages such discussions. We conclude that InquiryTeaching is a powerful way to promote Critical Statistical Literacy in Mathematics Education.