In this paper we discuss aspects of a research study which investigated collaborative experiences with teachers from a Ororubá Xukuru indigenous village in Pernambuco, Brazil. The study focused on the teaching of statistics related to daily live situations. Based on a qualitative ethnographical research design we tried to answer the question ‘if and how primary school teachers in an indigenous school context teach statistical content’. Methodological procedures foreseen in ethnographic research were integrated in the data collection: (i) participant observation, (ii) semi-structured interviews, (iii) diaries, and (iv) collaborative group. Theoretical concepts of Zone of Proximal Development (ZPD), background and foreground knowledge and statistical literacy were used to interpret teaching practices. After presenting initial results we can answer the question affirmative and confirm that teaching practices of Ororubá Xukuru teachers are grounded in the ZPD of students, they are related to the background and foreground knowledge of the students and they enhance the statistical literacy.
|Number of pages||15|
|Journal||Revista de Educação Matemática e Tecnológica Iberoamericana|
|Publication status||Published - 2018|
- Indigenous people
- Statistical Education
- Teacher Education
- Mathematics Education