**ESTRUTURA DO PROGRAMA**

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**GUIA DO PROGRAMA**

**Plenary Talk I**

The uses of statistical literacy (slides)

*Janet Ainley*

**Plenary Talk II**

The challenge of developing students’ statistical reasoning (slides)

*Dani Ben-Zvi*

**PROJECT DSL PANEL**

Project Developing statistical literacy: Student learning and teacher education

*Hélia Oliveira, Ana Paula Canavarro, Ana Henriques*

**PLENARY PANEL**

Statistics education: Issues and perspectives

*Janet Ainley, Dani Ben-Zvi, Andreas Eichler, João Pedro da Ponte*

**RP | RESEARCH PAPERS**

**RP1 **Understanding conditional probability through visualisation

*Katharina Böcherer-Linder, Andreas Eichler, Markus Vogel*

**RP2 **Probability content in the entrance to university tests in Andalucia

*José-Miguel Contreras, M. del Mar López-Martín, Pedro Arteaga, Magdalena Carretero*

**RP3 **Semiotic complexity levels and activities related to statistical graphs in Chilean primary education textbooks

*Danilo Díaz-Levicoy, Pedro Arteaga, Carmen Batanero, María Magdalena Gea*

**RP4 **Using models and modeling to support the development of college-level students’ reasoning about statistical inference

*Maria Meletiou-Mavrotheris, Marina Appiou Nikiforou*

**RP5 **Using TinkerPlots software to learn about sampling variability and distributions as a basis for making informal inferences

*Luis Saldanha*

**RP6 **Pedagogical statistical knowledge of a prospective teacher

*Raquel Santos, João Pedro da Ponte*

**RP7 **Interpretation of pictograms by 3^{rd} grade pupils: The teacher’s role

*Luciano Veia, Joana Brocardo, João Pedro da Ponte*

**RP8 **Teachers’ practices and grade 3 students’ understanding of bar graphs representations

*Isabel Velez, João Pedro da Ponte*

**SO | SHORT ORAL COMMUNICATIONS**

**SO1 **Innovative didactic solutions for statistics education in Italian schools

*Barbara Ascari*

**SO2 **Explorística – Adventures in statistics

*Pedro Campos*

**SO3 **Communication, actions and questions of one teacher in conducting statistical tasks

*Ana Caseiro, João Pedro da Ponte**, Cecília Monteiro*

**SO4 **The role of the context during a statistical investigation with children

*Susana Colaço*

**SO5 **Inquiry-based teaching in statistics and challenges for elementary and secondary school mathematics teachers

*Everton Estevam, Márcia Cyrino*

**SO6 **Statistical knowledge for teaching: The case of Sara and modelling tasks with two-dimensional distributions

*Nélida Filipe, Ana Paula Canavarro, Leonor Santos*

**SO7 **Developing statistical literacy in the 5^{th} grade: A teaching experience

*Cátia Freitas*

**SO8 **5^{th} grade students’ informal inferential reasoning when using TinkerPlots

*Marisa Gregório, Ana Henriques, Hélia Oliveira*

**SO9 **Statistical literacy in teaching of Natural Science

Aneta Hybšová

**SO10 **Relationships between hypothesis testing and probability/other inference topics

*Hyung Won Kim*

**SO12 **Sixth-graders interpretation of information using bar graphs and isolated cases

*Ema Mamede, Liliane Carvalho*

**SO13 **Don’t panic: In-service teachers’ attitudes towards statistics from elementary school

*José Alexandre Martins, Assumpta Estrada, Maria Manuel Nascimento*

**SO14 **Reasons to choose a statistical graph: A study with teachers of elementary school

*Niedja Martins, Carolina Carvalho*

**SO15 **Learning statistics through R Programming: An activity for linear regression

*Maite Mascaró, Ana Isabel Sacristán, Marta Rufino*

**SO16 **Graph reading and interpretation: An investigation of introductory statistics college students’ knowledge

*Marina Appiou Nikiforou, Maria Meletiou-Mavrotheris*

**SO17 **Collaborative work as a tool to promote statistical literacy in an elementary school

*Carlos Monteiro, Carolina Carvalho, Niedja Martins, Laura Nunes, Ana Pereira, Ana Rodrigues, Jorge Barroco*

**SO18 **Teachers’ perspectives on promoting a statistical reasoning learning environment

*Hélia Oliveira, Ana Henriques*

**SO19 **The teaching of measures of variability at secondary level: Examining two teachers’ PCK

*Sandra Quintas, Rosa Tomás Ferreira, Hélia Oliveira*

**SO20 **On the understanding and computing of probabilities through data in contingency tables

*Carla Santos, Cristina Dias*

**POSTERS**

**P1 **Students’ covariational reasoning: Results of a teaching experiment using TinkerPlots

*Patrícia Antunes, Ana Henriques*

**P2 **Big data in grade 10

*Lonneke Boels, Anne van Bodegraven, Patrick Hamersma*

**P3 **The challenges of teaching statistics to deaf students

*Carolina Carvalho, Carlos Monteiro, Niedja Martins, Laura Nunes, Ana Pereira, Ana Rodrigues, Jorge Barroco*

**P4 **Initial training of teachers of Mathematics/Statistics in school education

*Cristina Dias, Carla Santos*

**P5 **Flow state experience to improve the motivation and success of the learning’s mathematics education of young Portuguese students

*Luís Manuel Durão, Ana Caballero Carrasco, Manuel Casas García*

**P6 **Graphs and tables in elementary school: An analysis based on activity theory of elements

*Alissá Grymuza, Rogéria Rêgo*

**P7 **The ISLP Poster Competition: A visual approach of bringing statistical literacy worldwide

*Reija Helenius, Pedro Campos*

**P8 **Statistical literacy in preschool education

*Fernando Martins, Ana Coelho, Vera do Vale, Isabel Duque, Luana Pinho*

**P9 **Teaching statistics in indigenous schools

*Sérgia Oliveira, Liliane Carvalho, Carlos Monteiro*

**P10 **Reflection on practices as teacher educators in statistics

*Manuel Vara Pires, Cristina Martins, Paula Barros*

**P11 **Knowledge about arithmetic mean: A study with future teachers

*Manuel Vara Pires, Paula Barros, Cristina Martins*

**P12 **Statistical thinking about variation in data: A study with youth and adult students

*Valdir Ramos, Iranete Lima, Carlos Monteiro*

**P13 **Interpreting represented data: An early childhood study

*Margarida Rodrigues, Sandra Cordeiro*

**P14 **Challenging intuition with the “Bertrand Box” problem

*Carla Santos, Cristina Dias*

**Conferências Plenárias**

* The uses of statistical literacy*, por Janet Ainley – Universidade de Leicester, Reino Unido

When young children learn to read and write in their mother tongue, which is the normal meaning of ‘literacy’, they already know what these skills are useful for. They experience adults using reading and writing for a range of purposes everyday, and as their skills develop they can immediately use reading and writing for many of the same purposes as adults. They can read text in books, magazines, birthday cards, on computer screens, and write lists, text messages and notes to friends. The uses and purposes of statistical literacy are much less visible to children, and indeed to many adults. Even when statistical concepts and skills, such as sampling, or measures of average, are taught, the power and usefulness of those ideas is not always clearly connected to the experiences of learners. As a result, students and adults may ‘understand’ different measures of average, but not know why and when such as measure might be useful or appropriate. In this talk I will argue for the need for pedagogic approaches which foreground the uses of statistical ideas in ways which are meaningful for learners, and thus contribute to the development of useable statistical literacy.

** The challenge of developing students’ statistical reasoning**, por Dani Ben-Zvi – Universidade de Haifa, Israel

Statistical reasoning is the way people reason with statistical ideas and make sense of statistical information. This involves making interpretations based on sets of data, graphical representations, and statistical summaries. Statistical reasoning combines complex ideas about data and chance, which leads to making inferences and interpreting statistical results. Underlying statistical reasoning is a conceptual understanding of a web of important ideas, such as distribution, center, variability, association, uncertainty, randomness, and sampling. In this presentation, I reflect on research projects –conducted during the past 20 years with colleagues and graduate students– on students’ learning to reason statistically. I contemplate on what I have learnt and offer some lessons. The questions I discuss are: What is statistical reasoning? Why is it challenging for learners at all ages? What can research tell us about students’ statistical reasoning and its development? How can we support students’ statistical reasoning? What research challenges are of current interest to the statistics education community?

**Painel plenário de discussão com o tema Statistics education: Issues and perspectives.**

Andreas Eichler – Universidade de Kassel, Alemanha

Dani Ben-Zvi – Universidade de Haifa, Israel

Janet Ainley – Universidade de Leicester, Reino Unido

João Pedro da Ponte (moderador) – Instituto de Educação, Universidade de Lisboa, Portugal

Este painel abordará as seguintes questões:

** –** Objetivos da educação estatística no ensino básico e secundário;

** –** Avanços e retrocessos na importância da estatística no currículo do ensino básico – o que é razoável promover?

** –** Estatística no currículo escolar – uma relação privilegiada com a matemática ou uma relação privilegiada com outros tópicos?

** –** Possíveis contribuições da investigação para potenciar o estado da educação estatística no ensino básico e secundário.

**Sessões práticas**

Paralelamente à Conferência decorrerão Sessões Práticas em português, destinadas a professores de matemática dos ensinos básico e secundário, que conjuntamente com as outras sessões do programa são creditadas, na modalidade de Curso de Formação (0,6 créditos).