Statistical tables in Primary Education textbooks of Peru

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datacite.alternateIdentifier.citationREVISTA FUENTES,Vol.24,,2022
datacite.alternateIdentifier.doi10.12795/revistafuentes.2022.20257
datacite.creatorDiaz Levicoy, Danilo
datacite.creatorOviedo Millones, Teresa Sofia
datacite.creatorSalcedo, Audy
datacite.creatorGutierrez Saldivia, Ximena
datacite.date2022
datacite.subject.englishStatistics
datacite.subject.englishmathematics
datacite.subject.englishstatistics education
datacite.subject.englishmathematics education
datacite.subject.englishtextbooks
datacite.subject.englishteaching materials
datacite.subject.englishdata visualization
datacite.subject.englishprimary education
datacite.titleStatistical tables in Primary Education textbooks of Peru
dc.date.accessioned2023-06-08T15:48:10Z
dc.date.available2023-06-08T15:48:10Z
dc.description.abstractIn recent years, the literature shows an increase in research analyzing statistical representation of data in textbooks, but in the Peruvian context is still scarce. Therefore, this research aims to analyze activities on statistical tables present in mathematics textbooks, published by the Ministry of Education and distributed free of charge to teachers and students of Primary Education in Peru. The methodology is qualitative and descriptive. For data analysis, the content analysis technique was used by analyzing types of statistical table, types of task, reading levels and semiotic complexity levels as units of analysis in a complete series of mathematics textbooks of Primary Education, from first to sixth grade, one per level, due to their wide national coverage. The results allow us to observe predominance of tally charts and data tables, completion and comparison tasks, reading level 2 (reading within data) and semiotic complexity level 3 (representation of data distribution). It is concluded that it is necessary to increase the number and variety of tasks related to statistical tables proposed in mathematics textbooks, as well as to reinforce the presence of the highest levels of reading and semiotic complexity in the last years of Primary Education in Peru.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5253
dc.language.isoen
dc.publisherUNIV SEVILLA. FAC CIENCIAS EDUCACION
dc.sourceREVISTA FUENTES
oaire.resourceTypeArticle
uct.indizacionESCI
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