<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702021000100139</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.9</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uso de tabelas de frequências por futuros professores na realização de trabalhos de projeto]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of frequency tables by prospective teachers to conduct project work]]></article-title>
<article-title xml:lang="es"><![CDATA[Uso de tablas de frecuencias por futuros maestros en la realización de trabajos de proyecto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[José António]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Paula Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Departamento de Estudos Integrados de Literacia, Didática e Supervisão ]]></institution>
<addr-line><![CDATA[ Braga]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico do Porto Departamento de Matemática ]]></institution>
<addr-line><![CDATA[ Porto]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico de Bragança Departamento de Matemática da ESTiG ]]></institution>
<addr-line><![CDATA[ Bragança]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>139</fpage>
<lpage>151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo analisa-se a construção e a leitura e interpretação de tabelas de frequências usadas por estudantes, futuros professores dos primeiros anos, na realização de trabalhos de projeto de natureza investigativa. No estudo participaram 56 estudantes do 2.º ano da Licenciatura em Educação Básica, de uma universidade do Norte de Portugal, que se organizaram em pequenos grupos para desenvolverem os trabalhos de projeto. Os dados usados no estudo, relativos às tabelas de frequências e à sua leitura e interpretação, foram obtidos dos relatórios dos trabalhos de projeto que os estudantes elaboraram. Em termos dos resultados do estudo, salienta-se a determinação de tipos de frequências não adequados, concretamente a determinação de frequências acumuladas de valores de variáveis qualitativas nominais, e na leitura e interpretação da informação das tabelas, dos três níveis de Curcio, os estudantes apresentaram respostas, quase sempre, nos dois primeiros níveis, ler os dados e ler entre os dados, e quase nunca no terceiro nível, ler para além dos dados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the creation, as well as the reading and interpretation of frequency tables used by student teachers to conduct research project work. Participants in this study included 56 2nd-year students from the Basic Education Program of a university in northern Portugal who were part of small groups to conduct project work. Data used in the study regarding frequency tables and how to read and interpret them was obtained from the project work reports prepared by the students. Results highlight the determination of incorrect frequency types, namely determining accumulated frequencies of values of nominal qualitative variables, and how, when reading and interpreting the information in the tables regarding Curcio&#8217;s three levels, students almost always offered answers for the first two levels, reading the data and reading within the data, and rarely for the third level, reading beyond the data.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio analizamos la construcción y lectura e interpretación de las tablas de frecuencia utilizadas por los estudiantes, futuros maestros, en la realización de trabajos de proyecto de naturaleza investigativa. En el estudio participaron 56 alumnos del segundo año del grado de Educación Básica, de una universidad del norte de Portugal, que se organizaron en pequeños grupos para desarrollar los trabajos de proyecto. Los datos empleados en el análisis, relativos a las tablas de frecuencias y su lectura e interpretación, se obtuvieron de los informes preparados por los estudiantes. En términos de los resultados, vale la pena destacar la determinación de tipos de frecuencias inapropiadas, a saber, las acumuladas de valores de variables cualitativas nominales, y al leer e interpretar la información en las tablas, de los tres niveles de Curcio, los estudiantes presentaron respuestas, casi siempre, en los primeros dos niveles, leer los datos y leer dentro de los datos, y casi nunca en el tercer nivel, leer más allá de los datos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tabelas de frequência]]></kwd>
<kwd lng="pt"><![CDATA[trabalho de projecto]]></kwd>
<kwd lng="pt"><![CDATA[futuros professores]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[estatística]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino primário]]></kwd>
<kwd lng="en"><![CDATA[frequency tables]]></kwd>
<kwd lng="en"><![CDATA[project work]]></kwd>
<kwd lng="en"><![CDATA[future teachers]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[statistics]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[primary education.]]></kwd>
<kwd lng="es"><![CDATA[tablas de frecuencias]]></kwd>
<kwd lng="es"><![CDATA[trabajos de proyecto]]></kwd>
<kwd lng="es"><![CDATA[futuros maestros]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[estadística]]></kwd>
<kwd lng="es"><![CDATA[formación de maestros]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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