Probabilistic language at the end of the early years of elementary school: a path to the development of probabilistic literacy
We consider that the study of probabilistic concepts from the early years is essential to the child's education, since in the current world, daily, we receive a large amount of information, including the need to understand random or non-random phenomena. In addition, according to the National Common Curricular Base - BNCC, the formation of concepts of a probabilistic nature must be stimulated from the early years of Elementary School. Therefore, in this study we will focus on describing and analyzing how linguistic elements emerge in the process of teaching and learning probability, understood as a specialized language and supported by the teaching proposals suggested by Cláudia Vásquez and Ángel Alsina, as well as Terezinha Nunes and other researchers. For this, we will carry out an exploratory study with students in the fifth year of elementary school (about 10-11 years old) who have received some type of prior instruction on the subject. Specifically, the multiplicity of terms, oral and written expressions, symbols and representations used when it is intended that students learn the concept gradually and acquire the respective basic concepts in probability. Textual analyzes were performed using the IRaMuTeQ software in which we will use multivariate analyzes (similarity analyzes) and to complement the analyzes we will present word clouds, to identify and explain the multiplicity of terms, oral and written expressions, symbols and representations used when intends that students learn the concept gradually and acquire the respective basic concepts in probability. The results show the predominance of words and verbal expressions of the common language mainly related to the intuitive meaning of probability.