2026-10-272026-10-272025-02-18PEREIRA, Kennedy Quaresma. O Ensino de Medidas de Dispersão por Atividades Experimentais: Um estudo na capital mundial do açaí, Igarapé-Miri/PA. Orientador: Roberto Paulo Bibas Fialho. 120 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/390AbertoEnsinoEstatísticaAtividade experimentalMedida de dispersãoIgarapé-MiriTeachingStatisticsExperimental activityMeasures of dispersionDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Métodos e Técnicas de EnsinoThis dissertation presents reflections on the teaching-learning process regarding Measures of Dispersion: Mean Deviation, Variance, and Standard Deviation. The research conducted is both quantitative and qualitative in nature. The text presents a final report on the application of a didactic sequence for teaching Measures of Dispersion in a public high school in the municipality of Igarapé-Miri/PA, as part of the Graduate Program in Professional Mathematics Teaching. A Literature Review was conducted on Measures of Central Tendency and Dispersion. From the analysis of these studies, we identified the main difficulties in the teaching-learning process of these Measures. The object of study is centered on a didactic sequence for the teaching-learning process of Measures of Dispersion. Based on a dialogue with the literature in the field, the following research question was formulated: What are the potentialities of an Experimental Activity for the teaching-learning process of Measures of Dispersion? Methodologically, the research was organized based on Brousseau’s Theory of Didactical Situations (2008), the Didactical Engineering approach proposed by Michele Artigue (1996), and the concept of experimental activities, which is a theoretical construct by Sá (2009) regarding the development of Experimental Activities. Through discussions grounded in the literature review and the study of the mathematical object, we developed three Experimental Activities. The research method involved the following steps: Diagnostic Test, Prior Knowledge Workshop, implementation of the Experimental Activities, and Learning Verification Test. The Didactic Sequence was applied to 3rd-year high school students in a public school in the city of Igarapé-Miri. Through our subsequent analyses of the students' resolutions, we observed indications of learning regarding Measures of Dispersion. The students developed a critical and analytical perspective on these measures, not only performing calculations but also interpreting each value found in the activities. The results of the Verification Test showed that, in comparison with the control group—where only 43.7% of students answered at least half of the test correctly—the pilot group achieved significantly better results, with 85.7% of students scoring at least half or more. This finding revealed that students who participated in the experimental activities demonstrated superior performance, showing greater ability to analyze data and understand concepts compared to those who followed a traditional approach without a specific focus. Thus, we conclude that moving away from the traditional approach toward a more reality-based method, where students can construct their own knowledge, leads to better learning outcomes.PPGEM - Metodologia para ensino de matemática no nível médio