Ludic Aspects in Statistical Literacy: a systematic literature review

Abstract

The time of children's literacy presupposes integrating teaching processes into the children's universe of which play takes part. Statistical literacy also needs to observe this context, organizing the contents in such a way that playfulness is an everyday practice. This study outlines an overview of the national and international scenario, of research on the use of games as teaching-learning-assessment tools in statistical literacy, from 2010 to 2018, in the form of a systematic literature review (SLR), which comes from research of a postgraduate program at a public university, which culminated in an educational product. The fundamental proposal of SLR was to map articles on the use of games in education, characterized as cooperative, in the hypotheses of teaching combinatorial analysis. The SLR was based on the formulation of research questions, variety of sources, definition of inclusion and exclusion criteria, and analysis of the articles found. At first, the articles included in the research contained the keywords game and statistical literacy , in the Scielo repository, Google Scholar, and statistical education events. Then, the research was delimited, including games related to the content of combinatorial analysis in basic education. The data obtained, after a methodological construction that found fifteen articles for analysis, give evidence that the articles are still recent and small in number as research that considers playful aspects for a statistical literacy.

Games; Statistical Literacy; Statistical Education; Systematic Literature Review