Statistical literacy and critical competence in a creative learning environment

Abstract

This paper aims to analyze the development of statistical literacy with regard to reading, interpretation and critical analysis of statistical graphs in students of the 1st year of high school. We looked for a space that we considered ideal for this development and found support for this pedagogical approach in the precepts of creative learning. In order to interpret the results, we rely on Narrative Analysis. Data analysis showed that the groups of students passed through the three highest levels of statistical literacy, according to the classification used in this study. We affirm that reading stand at the highest levels, as students sought to read between the data, that is, they compared results, established mathematical relationships and formulated questions beyond the existing data. Furthermore, the students were also concerned about the aspects of society portrayed in the graphic representations, showing social inequalities presented there, that is, they built socio-political criticisms.