Teacher Education in Brazil: Statistical Literacy as a Matter of Equity

• In Event: Innovations in Teacher Education

Abstract

This research study documented a collaboration between Brazilian university-based teacher education researchers and public school teachers to deepen their conceptual understandings of statistical literacy and engage in a situated curriculum-making for teaching statistical concepts. Our theoretical perspective combines teacher learning and everyday statistics. Five teachers from Brazilian public schools participated in the study. Data sources consisted of recordings of the formative meetings and a focus-group meeting, researchers’ reflective journals and units of study developed by teachers. Learning community, curriculum development, and commitment to promoting transformation were the main categories emerged from the data. The study identified beneficial ways to foster changes in teacher practice and student learning, (re)positioning statistical literacy as a tool for transforming inequitable realities.

Authors

• Eurivalda Ribeiro dos Santos Santana

• Mariana Souto-Manning, Teachers College, Columbia University

• Jose Aires De Castro Filho, Universidade Federal do Ceara