Reading, interpretation, and construction of statistical graphs by high school students based on a sequence of activities

This article analyzes the results of a sequence of activities carried out with a basic education class. The teaching sequence included four activities and moments of collective discussion carried out in three meetings and structured by the reading, interpretation, and construction of statistical graphs considering the components of statistical literacy. The research, qualitative in nature, uses the activities the students completed, the recordings of the discussions held, and the researchers’ notes registered in a field diary as data sources. The results show gaps in students’ understanding of the graphic elements covered, mainly regarding the scale and types of graphics used and inconsistencies in preparing and interpreting statistical graphics. The data show that processes that lead students to understand and critically interpret different types of graphs must be reinforced, given the importance of teaching-learning statistics for citizenship formation.