Teaching Statistics through mathematical investigation: learning outcomes in a 9th-grade classroom

Abstract

The teaching of Statistics in basic education requires approaches that promote meaningful and contextualized learning. In this context, this study analyzes the potential of mathematical investigation in a 9th-grade classroom. This qualitative research was conducted with 30 students and was based on a teaching sequence developed around the theme “adolescents’ use of mobile phones.” Data were collected through students’ written reflections in a metacognitive activity and analyzed according to Zabala’s typology of learning contents. The results indicate the development of conceptual, procedural, and attitudinal contents, as well as increased student engagement and critical reflections on the use of digital technologies in everyday life. The findings suggest that investigative approaches can contribute to the teaching of Statistics in a meaningful and contextualized way.