¿Cómo se promueve el aprendizaje de la estadística y la probabilidad? Un análisis desde los libros de texto para la Educación Primaria
This paper analyses the cognitive demand of mathematical tasks proposed for probability and statistical learning present in Chilean school textbooks. Results show a range of mathematical tasks with a strong predominance of those related to connection procedures. On the other hand, they show the need...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/24773 |
| Acesso em linha: | http://hdl.handle.net/10256/24773 |
| Access Level: | acceso abierto |
| Palavra-chave: | Matemàtica -- Educació primària -- Llibres de text -- Xile Mathematics -- Study and teaching (Primary) -- Textbooks -- Chile Estadística -- Educació primària -- Llibres de text -- Xile Statistics -- Study and teaching (Primary) -- Textbooks -- Chile Probabilitats -- Educació primària -- Llibres de text -- Xile Probabilities -- Study and teaching (Primary) -- Textbooks -- Chile Aprenentatge cognitiu -- Educació primària -- Xile Cognitive learning -- Study and teaching (Primary) -- Chile |
| Resumo: | This paper analyses the cognitive demand of mathematical tasks proposed for probability and statistical learning present in Chilean school textbooks. Results show a range of mathematical tasks with a strong predominance of those related to connection procedures. On the other hand, they show the need to broaden the type of tasks which seek to foster probability and statistical learning in Primary Education, especially in the case of probability, since according to this study data, the types of tasks proposed for its learning is not very varied. This fact diminishes its applicability value, which consequently limits its comprehension |
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