  Presents a differentiated teaching proposal that allows the student to be the
agent in the construction of knowledge, overcoming the difficulties that
Mathematics presents. Aiming to understand how the use of statistical tools can
contribute to the improvement of the teaching-learning process and the
construction of statistical knowledge, studied with students from the
University Campus of Rondonopolis/UFMT. In order to reach the proposed
objective, an analysis was carried out about the didactic activities in the
teaching of basic statistics in which a qualitative-quantitative approach was
chosen, focusing on everyday life, with the use of software, creation and
simulation of models, as well as seeking to establish the frequency of the
students' attitude, through questionnaires and a four-point Likert Scale,
seeking data that would trace the profile of the actors involved that would
help in the understanding of the planned didactic activities. The study is
justified by the lack of methodological theoretical references on the subject
in question. Didactic activities of Statistics were organized, whose
applications took place in alternating classes, being traditional lectures and
practical classes in a Computer Laboratory. Constituting the main focus of
characterization and reflection of this scientific research during the
teaching-learning process of Statistics. The results showed a correct attitude
of the researched about the methodological strategies used, assumed with
reference to the research/action design. This study contributed to motivate,
awaken and answer questions and give meaning and understanding to works with
Mathematical Modeling, as it can promote the improvement of the
teaching-learning process and configures itself as an indispensable tool for
education.
