Open AccessMotivating professor and students through significant learning in statistics classes
Author(s) -
Mauren Porciúncula,
Suzi Pinto
Publication year - 2015
Language(s) - English
Resource type - Conference proceedings
DOI - 10.52041/srap.15316
Subject(s) - statistic , mathematics education , statistical analysis , subject (documents) , computer science , point (geometry) , process (computing) , outcome (game theory) , qualitative analysis , psychology , statistics , qualitative research , sociology , mathematics , library science , social science , geometry , mathematical economics , operating system
This paper presents an analysis of the speeches of the students about the educational proposal for the Statistics course conducted based on the Significative Learning Theory, characterized by Moreira (2012). The importance of this analysis is justified by the findings of Joan Garfield and Dani Ben-Zvi (2008), when considered that the difficulties of Statistical learning lies in the fact that the teaching method is focused on exercises prepared by the professor. The design of this Statistic Course had a starting point situation problems made by the students, with themes of their interests. To analyze the results of this process, the qualitative methodology of the Collective Subject Speech was used. Outcome we obtained speeches of students who actually said that they have learned Statistics. These findings allow us to conclude that this experience promoted the motivation of students and also the professor.