Teaching statistics and probability from 4 to 8 years of age: an approach from mathematical processes in Chilean textbooks

dc.creatorVasquez
dc.creatorClaudia Coronata
dc.creatorClaudia Rivas
dc.creatorHernan
dc.date2021
dc.date2022-03-01T16:05:37Z
dc.date2022-03-01T16:05:37Z
dc.date.accessioned2022-10-18T14:53:10Z
dc.date.available2022-10-18T14:53:10Z
dc.identifierPNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA,Vol.15,339-365,2021
dc.identifierhttps://repositoriodigital.uct.cl/handle/10925/4518
dc.identifier10.30827/pna.v15i4.22512
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4444353
dc.descriptionWe analyse the presence of mathematical processes in the mathematical tasks proposed in three series of Chilean textbooks for pre-school and primary education that seek to promote the learning of Statistics and Probability. In general, an imbalance is observed between the different mathematical processes, with a predominance of problem solving and representation. This shows the need to advance in the design of teaching and learning trajectories that promote the development of statistical and probability literacy through different processes from the earliest ages.
dc.languagees
dc.publisherUNIV GRANADA. GRUPO INVESTIGACION DIDACTICA MATEMATICA
dc.sourcePNA REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA
dc.subjectEarly Childhood Education
dc.subjectMathematical Processes
dc.subjectPrimary Education
dc.subjectTeaching Statistics and Probability
dc.titleTeaching statistics and probability from 4 to 8 years of age: an approach from mathematical processes in Chilean textbooks
dc.typeArticle


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