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We present research, an excerpt from a doctoral thesis, focusing on Critical Statistical Education (CSE) of students, aged between 14 and 17, from a pre-professional educational institution that serves young people in situations of socioeconomic vulnerability. Students developed Statistical Learning Projects (Projetos de Aprendizagem Estatísticos - PAE) in the context of implementing of the Statistical Literacy Multimedia Project (Projeto de Letramento Multimídia Estatístico - LeME). Our objective was to investigate emerging aspects involved in LeME that can mobilize an CSE and promote inclusion and social justice. To this end, transcripts of collective interviews with students held after completing the PAEs were analyzed. This analysis was carried out with the help of the Collective Subject Discourse technique and focused mainly on concepts related to Critical Statistical Education, inclusive education and social justice. The analysis of the answers to two interview questions revealed that the LeME mobilized several characteristics of the CSE, such as the contextualization of statistical concepts, collaborative work, encouragement of analysis and interpretation of results, a democratic learning environment, as well as critical reflection on the role of statistics in society. Regarding aspects related to inclusion and social justice, characteristics were observed in the LeME such as group work, use of real data, construction of statistical knowledge, development of social skills and reflection that are in line with a cooperative learning approach to inclusion. The LeME also made it possible to promote social justice through reading and writing about the world, considering the context and reality of the students. [ABSTRACT FROM AUTHOR]

This paper aims to present a State of Knowledge of scientific production on teacher education in special editions and a Statistical Education journal. In the content analysis of the 17 selected articles, two categories were considered. In the first, which focused on the initial formation of the Mathematics teacher, researches emerged about the undergraduate curriculum, pedagogical strategies, and technological resources. While in the second, in which the continuous formation of the teacher that teaches Statistics was observed, investigations about formation courses, collaborative contexts, pedagogical activities, teaching perceptions and characterization of these profiles, have also emerged. We identified a leading role in studies about continuing education, especially through courses and collaborative practices. [ABSTRACT FROM AUTHOR]

This research aims to verify the statistical self-efficacy by 852 undergraduation students, enrolled in disciplines that include the Descriptive Statistics. The scores were compared in a Self-efficacy Statistics Scale, for undergraduate courses from different areas of knowledge of the CNPq, selected through a stratified random sample. In addition, it was verified whether there is a correlation between the statistical selfefficacy and performance in course. The results showed no significant differences between the mean values of self-efficacy perceived in each stratum and pointed out the existence of a moderate positive correlation between statistics self-efficacy and performance. [ABSTRACT FROM AUTHOR]

The purpose of this research was to identify and analyze the scientific publications, national and international, about the pedagogical strategy of the flipped classroom in the teaching of Mathematics. The study retrieved 16 papers, covering investigations in the contents of Calculus, Numerical Methods and Linear Algebra. Other searches showed the inversion of the classroom in the reduction of anxiety and also in the use of this proposal by teachers of Mathematics. Such mapping indicated a limited number of publications, from 2014 to 2017, with only five journals. Therefore, it is considered necessary new searches that can discuss the flipped classroom and the influences of this one in the teaching of Mathematics. [ABSTRACT FROM AUTHOR]