2026-04-17T00:48:51Zhttps://recercat.cat/oai/request

oai:recercat.cat:10459.1/570192024-12-05T21:52:09Zcom_2072_3622col_2072_479130

2024-12-05T21:52:09Z urn:hdl:10459.1/57019 Do you need to see it to believe it? Let's see statistics and geometry dynamically together! Martins, José Alenxadre Estrada Roca, M. Asunción Nascimento, Maria Manuel Statistics Education Concepts Visualization Simulation Dynamic Geometry Software (DGS) Estadística Educació Statistical graphs, measures of central tendency and measures of spread are key concepts in the statistics curriculum, so we present here a dynamic method (software) that may be used in the classroom. In this work we begin with an introductory approach. This is done to emphasize the importance of stimulating the visualization of statistical measures by using available technology as a means of overcoming difficulties and errors related to interpretations and also to motivate students in the classroom. With the help of the dynamic geometry software Cabri-Géomètre II Plus, some applications will be presented from a didactic viewpoint as a means to give visual stimulation, to motivate and to facilitate the familiarization with statistical concepts involved in statistical graphs, measures of central tendency and measures of spread. The applications presented here may be implemented by any teacher with basic knowledge of Cabri-Géomètre or any other dynamic geometry software. We hope that they will also be elements that promote further interaction within the classroom. This research was supported by the project EDU2010-14947 (MICIIN, Spain), by Centro de Matemática da UTAD (CM-UTAD) and by the project PEst-OE/EGE/UI4056/2011 financed by Fundação para a Ciência e a Tecnologia (Science and Technological Foundation, FCT, MCTES, Portugal). 2024-12-05T21:52:09Z 2024-12-05T21:52:09Z 2016-05-12T11:44:17Z 2016-05-12T11:44:17Z 2014 article publishedVersion http://hdl.handle.net/10459.1/57019 MCINN/PN2008-2011/EDU2010-14947 Reproducció del document publicat a http://scimath.net/articles/21/214.pdf European journal of science and mathematics education, 2014, vol. 2, núm. 1, p. 39-52 (c) Eastern Mediterranean University, 2014 info:eu-repo/semantics/openAccess Eastern Mediterranean University