Banca de DEFESA: ANNE CRISTINY BORGES

COMBINATORY ANALYSIS, STATISTICS AND PROBABILITY IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS IN RONDÔNIA

The aim of this research was to analyze what knowledge about Combinatorial Analysis,
Statistics and Probability has been made possible in two face-to-face Mathematics degree
courses in the countryside of Rondônia, Brazil. To this end, the theoretical basis discussed
Combinatorial Analysis, Statistics and Probability (historical aspects, definitions, discussions
expressed in the school curriculum and teaching strategies) and Initial Mathematics Teacher
Training, authors such as Morgado (2000), Costa (2011), Viali (2010), Pina and Gama (2020),
Dellalibera et al (2018), Onuchic and Allevato (2005), Lima and Reali (2010), Leite (2016),
Costa and Nacarato (2011), Mizukami (2004), Rocha (2005), among others. Methodologically,

the research has a qualitative field approach. The context of the investigation is two face-to-
face Mathematics degree courses, one offered by UNIR – Ji-Paraná Campus and the other by

IFRO – Cacoal Campus. Eleven students from these courses took part in the research. Data was
collected by analyzing the Courses Pedagogical Projects (CPPs), applying a questionnaire, a
semi-structured interview and a field diary. The data was presented and interpreted along three
thematic axes: Combinatorial Analysis, Statistics and Probability in the CPPs for
Undergraduate Mathematics Degrees at UNIR, Ji-Paraná Campus and IFRO, Cacoal Campus;
Knowledge built up during initial training about what and how to teach Combinatorial Analysis,
Statistics and Probability from the perspective of the students; and Teaching Combinatorial
Analysis, Statistics and Probability in Basic Education: considerations and projections of the
undergraduates. Among the results, it is worth noting that, in terms of the CPPs, content was
identified for the three fields of knowledge, with those on Statistics being the most covered and
those on Combinatorial Analysis and Probability the least. As for the academics, it was noted
that they recognize the contributions made to learning the content, but they also point out gaps,
especially in relation to the way in which Combinatorial Analysis, Statistics and Probability
were taught, with the traditional perspective being privileged. Although the students reported
criticism for not having had significant experiences in the specific curricular components, they
reported learning from other training spaces (supervised internship, extension project, PIBID,
PIBIC, PROBEN and Pedagogical Residency). It is therefore hoped that the results of this
research will provide reflection and encourage debate about what and how the contents of
Combinatorial Analysis, Statistics and Probability have been taught in Mathematics degrees
and, consequently, what changes need to be made in order to provide training that is consistent
with the demands of society.