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

Datum der Publikation: 2019

Ausgabe: 22

Nummer: 1

Seiten: 67-96

Art: Artikel

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

Andere Publikationen in: RELIME. Revista latinoamericana de investigación en matemática educativa


Zitate erhalten

  • Zitate in Scopus: 0 (15-05-2023)
  • Zitate in 'Web of Science': 0 (20-05-2023)
  • Zitate in Dimensions: 0 (01-04-2023)

JCR (Journal Impact Factor)

  • Jahr 2019
  • Impact Factor der Zeitschrift: 0.417
  • Impact Factor ohne Selbstzitierung: 0.25
  • Article influence score: 0.039
  • Höchstes Quartil: Q4
  • Bereich: EDUCATION & EDUCATIONAL RESEARCH Quartil: Q4 Position im Bereich: 251/263 (Ausgabe: SSCI)

SCImago Journal Rank

  • Jahr 2019
  • Impact SJR der Zeitschrift: 0.171
  • Höchstes Quartil: Q4
  • Bereich: Education Quartil: Q4 Position im Bereich: 1034/1544


  • Sozialwissenschaften: B

Scopus CiteScore

  • Jahr 2019
  • CiteScore der Zeitschrift: 0.8
  • Bereich: Education Perzentil: 35

Journal Citation Indicator (JCI)

  • Jahr 2019
  • JCI der Zeitschrift: 0.3
  • Höchstes Quartil: Q3
  • Bereich: EDUCATION & EDUCATIONAL RESEARCH Quartil: Q3 Position im Bereich: 540/723


(Aktualisierte Daten ab 01-04-2023)
  • Gesamtzitate: 0
  • Letzten Termine: 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.