Un modelo para el análisis de objetos matemáticos en libros de texto chilenos: situaciones problemáticas, lenguaje y conceptos sobre probabilidad
This article presents a model for analysing how probability is treated in Chilean textbooks in primary education. In order to do this, we have used theoretical tools from the Onto-semiotic. Approach to Mathematical Knowledge and Instruction which have enabled us to identity mathematical objects (pro...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | 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:10256/18486 |
| Acceso en línea: | http://hdl.handle.net/10256/18486 |
| Access Level: | acceso abierto |
| Palabra clave: | Probabilitats -- Llibres de text -- Educació primària Probabilities -- Textbooks -- Study and teaching (Primary) |
| Sumario: | This article presents a model for analysing how probability is treated in Chilean textbooks in primary education. In order to do this, we have used theoretical tools from the Onto-semiotic. Approach to Mathematical Knowledge and Instruction which have enabled us to identity mathematical objects (problematical situations, language and concepts) associated with the study of probability. These objects are analysed according to the diversity of their meanings, based on the official Chilean curriculum. The results show that probability is treated mainly from an intuitive perspective, with frequency and classical meanings then being incl with a rather superficial approach to subjective meaning |
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