Caminhos do ensino de estatística para a área da saúde

  1. Rodrigo Fioravanti Pereira 1
  2. Ileana María Greca Dufranc 2
  3. Jesús Ángel Meneses Villagrá 2
  1. 1 Centro Universitário Franciscano

    Centro Universitário Franciscano

    Santa Maria, Brasil


  2. 2 Universidad de Burgos

    Universidad de Burgos

    Burgos, España


RELIME. Revista latinoamericana de investigación en matemática educativa

ISSN: 1665-2436

Year of publication: 2019

Volume: 22

Issue: 1

Pages: 67-96

Type: Article

DOI: 10.12802/RELIME.19.2213 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RELIME. Revista latinoamericana de investigación en matemática educativa


Cited by

  • Scopus Cited by: 0 (16-09-2023)
  • Web of Science Cited by: 0 (15-09-2023)
  • Dimensions Cited by: 0 (01-04-2023)

JCR (Journal Impact Factor)

  • Year 2019
  • Journal Impact Factor: 0.417
  • Journal Impact Factor without self cites: 0.25
  • Article influence score: 0.039
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 251/263 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.171
  • Best Quartile: Q4
  • Area: Education Quartile: Q4 Rank in area: 1042/1616


  • Social Sciences: B

Scopus CiteScore

  • Year 2019
  • CiteScore of the Journal : 0.8
  • Area: Education Percentile: 35

Journal Citation Indicator (JCI)

  • Year 2019
  • Journal Citation Indicator (JCI): 0.3
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 540/723


(Data updated as of 01-04-2023)
  • Total citations: 0
  • Recent citations: 0


Statistical support to the health field has widely grown and continues advancing, especially after the popularization of computers and specific software. Terms such as ‘evidencebased practice’ and ‘epidemiology’ have the Statistics as one of their pillars and are common to the health area. Given the Statistics’ importance, many efforts to improve its teaching and learning have been disseminated in academia. This work shows and analyzes the ways the teaching of Statistics has taken, considering the bibliographical review by Garfield (1995), reestablished by Garfield and Ben-Zvi (2007), focusing on the specific case of the health area by our literature review. This last review included articles published from 2007 to 2017 in journals from health and teaching areas. The literature review analyzed 26 articles, which were classified into two categories: psychological aspects and teaching methodologies. The teaching of Statistics has evolved as an area of study and research. Individual and specific efforts have now received proper institutional guidelines for the teaching of Statistics. However, there are few instruments for evaluating what students learn. Yet, the use of theories of learning is minimal, what impacts on methodologies highly based only on the teachers’ practice.