Statistics and Probability

Scholar Year: 2016/2017 - 2S

Courses

Head Teacher Responsability Catarina Raquel Santana Coutinho Alves Delgado Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 2 8,00 Catarina Delgado   8,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

To understand and apply tools, statistics techniques and probability concepts to analyse and solve real problems.
To identify, collect and select information, critically analysing the credibility of data sources.
To understand and critically reflect on contemporary world issues, mobilizing statistical tools.
To collect, select and analyse data to develop an investigative project, according to the resources and time
available.
To interpret and critically analyse theoretical and empirical data to problem solving and decision making, using appropriate technological resources.
To use simulation to estimate probability events.
To mobilize the knowledge of probabilities to model reality situations and solve problems.

Syllabus

Statistics:
- General ideas
- Sampling Techniques
- Organizing data in tables and graphs
- Characteristics of samples: measures of central tendency and variation
- Two-dimensional distributions
Probability:
- General ideas
- Definitions of probability
- Conditional Probability
- Independent events
- Models of probability. Normal model
Introduction to Statistical Inference

Demonstration of the syllabus coherence with the UC intended learning outcomes

In the context of information society it is very important to read, interpret and communicate information. To a
prospective elementary teachers and prospective kindergarten teachers it is essential: (i) to develop the ability to critically read, interpret and transmit information of statistical nature and solve problems involving situations of uncertainty, (ii) to develop their mathematical knowledge about concepts and processes of organization, analysis and interpretation of data and probabilities, (iii) to be able to communicate to the children this knowledge using a rigorous and accessible language (iv) to increase their ability to read and interpret studies critically that include quantitative methodologies and that contribute to its professional development.

Teaching methodologies

The work to be developed in this CU will focus on active student participation, whether in individual or in group
work, looking for the deepening of knowledge related to the topics of the program.
The tutorial support, individual support or group support consists in the orientation and organization of the student study to deepen the themes and answering questions posed by students and can be done in person or distance.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Three levels of expected learning: (a) mobilize fundamental concepts of Probability and Statistic to solve problems, (b) critically analyze statistic studies (c) apply and use critically the acquired knowledge to real life situations.
Thus, the activities to be developed include: (i) reading and discussion of scientific and technical documents, (ii) exploration and critical analysis of relevant problems, (iii) seek out relevant information for the deepening of the contents of this CU, (iv) development of an investigative project involving quantitative and qualitative variables.

Assessment methodologies and evidences

The evaluation will be an ongoing process which will include retroactive adjustment moments of individual work and group activities and oral and written expression. Students who participate in at least 75% of classroom sessions may include the system of continuous assessment, which include:

- The development and presentation of a group work, which includes the conception, simulation and foundation of a project, based on the phases of the statistical research cycle, aimed at the work to be carried out with Kindergarten children and students of elementary school(30%).
- An individual written test (70%). To complete the course in the form of continuous evaluation, must be taken in the test, a minimum of 70 points (of 200).

Attendance system

Students who participate in at least 75% of classroom sessions may include the system of continuous assessment

Assement and Attendance registers

Bibliography

Dinis Pestana, D. & Velosa, S. (2010). Introdução à Probabilidade e à Estatística. Lisboa: Fundação Calouste Gulbenkian.
Elizabeth, R. (2008). Estatística Descritiva. Lisboa: Edições Sílabo.
Figueiredo, F. (2009). Estatística Descritiva e Probabilidades – Exercícios propostos e resolvidos. Lisboa: Escolar Editora.
Graça Martins, M. E. & Cerveira, A. (1999). Introdução às Probabilidades e Estatística. Lisboa: Universidade aberta.
Graça Martins, M. E., Loura, L., Mendes, F. (2010). Análise de Dados. Lisboa: Editorial do Ministério da Educação.
Graça Martins, M. E & Ponte, J. P. (2011). Organização e Tratamento de Dados. Obtido em 1 de janeiro de 2014, de http://area.dgidc.min-edu.pt/materiais_npmeb/matematicaOTD_Final.pdf
Guimarães, R., Cabral, J. (2010). Estatística. Lisboa: Editora McGraw-Hill de Portugal.
Ministério da Educação. (2007). Programa de Matemática do Ensino Básico. Obtido em 25 de Outubro de 2009, de http://www.dgidc.min-edu.pt/matematica/Documents /ProgramaMatematica.pdf
Ministério da Educação e Ciência. (2013). Programa e Metas Curriculares de Matemática. Ensino Básico. Obtido em 2, de julho de 2013, de http://www.dge.mec.pt/data/dgidc/noticias/Metas/Programa_Matematica_ Basico.pdf.
Murteira, B., Ribeiro, C. S., Silva, J. A., Pimenta, C. (2010). Introdução à Estatística. Lisboa: Escolar Editora.
National Council of Teachers of Mathematics. (2007). Princípios e normas para a matemática escolar. Lisboa: Associação de Professores de Matemática.
Santos, F. (2001).Sebenta de Matemáticas Gerais - Estatística. Lisboa: Plátano Editora.