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

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Vasquez
Claudia Coronata
Claudia Rivas
Hernan
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10.30827/pna.v15i4.22512
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Abstract
We 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.
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