<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362019000100067</article-id>
<article-id pub-id-type="doi">10.12802/relime.19.2213</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caminhos do ensino de estatística para a área da saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[Ways of teaching statistics for the health area]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Rodrigo Fioravanti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Greca Dufranc]]></surname>
<given-names><![CDATA[Ileana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneses Villagra]]></surname>
<given-names><![CDATA[Jesus Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Franciscano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Burgos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Burgos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>67</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362019000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362019000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362019000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O suporte estatístico à área da saúde cresceu significativamente e continua avançando, principalmente após a popularização dos computadores e dos softwares específicos. Termos como prática baseada em evidências e epidemiologia têm a Estatística como um de seus pilares e são comuns na área da saúde. Dada a sua importância, muitos esforços de melhoria do ensino e aprendizagem de Estatística têm sido disseminados no meio acadêmico. Este trabalho tem o objetivo de mostrar e analisar os caminhos que o ensino de Estatística tomou, considerando a revisão de bibliografia feita por Garfield (1995), retomada por Garfield e Ben-Zvi (2007) e focando no caso específico da área da saúde, por meio da revisão própria de literatura, que contemplou artigos publicados nos anos de 2007 a 2017, em revistas da área da saúde e do ensino. A revisão própria de literatura analisou 26 artigos que foram classificados em duas categorias: aspectos psicológicos e metodologias de ensino. O ensino de Estatística evoluiu como área de estudo e pesquisas, e os esforços pontuais e particulares passaram a contar com instruções e direcionamentos institucionais específicos para o ensino de Estatística. Entretanto, faltam instrumentos para avaliar o que os alunos aprendem e, além disso, o uso das teorias de aprendizagem é ínfimo, o que impacta em metodologias embasadas somente na prática dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El apoyo estadístico al área de la salud creció mucho en los últimos 50 años y continúa avanzando, principalmente después de la popularización de las computadoras y de los softwares específicos. Los términos como práctica basada en evidencias y epidemiología tienen a la estadística como uno de sus pilares y son comunes en el área de la salud. Dada su importancia, muchos esfuerzos de mejora de la enseñanza y aprendizaje de Estadística se han diseminado en el medio académico. Este trabajo muestra y analiza los caminos que la enseñanza de Estadística tomó, considerando la revisión de bibliografía hecha por Garfield (1995), retomada por Garfield y Ben-Zvi (2007) y enfocándose en el caso específico del área de la salud a través de la revisión propia la literatura, que contempló artículos publicados de 2007 a 2017 en revistas del área de la salud y de la enseñanza. La revisión propia de literatura analizó 26 artículos que se clasificaron en dos categorías: aspectos psicológicos y metodologías de enseñanza. La enseñanza de estadística evolucionó como área de estudio e investigación, los esfuerzos puntuales y particulares pasaron a contar con instrucciones y directrices institucionales específicas para la enseñanza de estadística. Sin embargo, faltan instrumentos para la evaluación de lo que los alumnos aprenden y el uso de las teorías de aprendizaje es ínfimo, lo que impacta en metodologías aún muy basadas solamente en la práctica de los profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Statistical support to the health field has widely grown and continues advancing, especially after the popularization of computers and specific software. Terms such as &#8216;evidence-based practice&#8217; and &#8216;epidemiology&#8217; have the Statistics as one of their pillars and are common to the health area. Given the Statistics&#8217; importance, many efforts to improve its teaching and learning have been disseminated in academia. This work shows and analyzes the ways the teaching of Statistics has taken, considering the bibliographical review by Garfield (1995) , reestablished by Garfield and Ben-Zvi (2007), focusing on the specific case of the health area by our literature review. This last review included articles published from 2007 to 2017 in journals from health and teaching areas. The literature review analyzed 26 articles, which were classified into two categories: psychological aspects and teaching methodologies. The teaching of Statistics has evolved as an area of study and research. Individual and specific efforts have now received proper institutional guidelines for the teaching of Statistics. However, there are few instruments for evaluating what students learn. Yet, the use of theories of learning is minimal, what impacts on methodologies highly based only on the teachers&#8217; practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;appui statistique pour le secteur de la santé a énormément augmenté et continue à avancer, surtout après la popularisation des ordinateurs et logiciels spécifiques. Des termes tels que la pratique fondée sur des données probantes et de l&#8217;Épidémiologie ont la Statistique comme l&#8217;un de ses piliers et sont communs dans le domaine de la santé. Compte tenu de son importance, de nombreux efforts pour améliorer l&#8217;enseignement et l&#8217;apprentissage des statistiques ont été diffusées dans l&#8217;environnement scolaire. Ce travail présente et analyse les façons que l&#8217;enseignement de la Statistique a pris, alors que l&#8217;examen de la bibliographie faite par Garfield (1995) , repris par Garfield et Ben-Zvi (2007) et en se concentrant sur le cas spécifique dans le domaine de la santé, dans le cadre de la révision de la littérature, qui comprenait des articles publiés de 2007 à 2017 dans des revues dans le domaine de la santé et de l&#8217;éducation. Une revue de la littérature a analysé 26 articles qui ont été classés en deux catégories: les aspects psychologiques et les méthodes d&#8217;enseignement. L&#8217;enseignement de la statistique a évolué comme un champ d&#8217;étude et de recherche, et les efforts particuliers et ponctuels ont commencé à compter avec des instructions et des lignes directrices institutionnelles spécifiques à l&#8217;enseignement de la Statistique, Cependant, il existe des instruments pour l&#8217;évaluation de ce que les élèves apprennent et l&#8217;utilisation des théories de l&#8217;apprentissage est négligeable, ce qui a des répercussions sur les méthodes encore très fondées que sur la pratique des enseignants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Área da saúde]]></kwd>
<kwd lng="pt"><![CDATA[Revisão de literatura]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="es"><![CDATA[Estadística]]></kwd>
<kwd lng="es"><![CDATA[Área de la salud]]></kwd>
<kwd lng="es"><![CDATA[Revisión de literatura]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="en"><![CDATA[Statistics]]></kwd>
<kwd lng="en"><![CDATA[Health area]]></kwd>
<kwd lng="en"><![CDATA[Literature review]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="fr"><![CDATA[Statistiques]]></kwd>
<kwd lng="fr"><![CDATA[Domaine de la santé]]></kwd>
<kwd lng="fr"><![CDATA[Revue de la littérature]]></kwd>
<kwd lng="fr"><![CDATA[Évaluation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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