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

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datacite.alternateIdentifier.citationPNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA,Vol.15,339-365,2021
datacite.alternateIdentifier.doi10.30827/pna.v15i4.22512
datacite.creatorVasquez
datacite.creatorClaudia Coronata
datacite.creatorClaudia Rivas
datacite.creatorHernan
datacite.date2021
datacite.subject.englishEarly Childhood Education
datacite.subject.englishMathematical Processes
datacite.subject.englishPrimary Education
datacite.subject.englishTeaching Statistics and Probability
datacite.titleTeaching statistics and probability from 4 to 8 years of age: an approach from mathematical processes in Chilean textbooks
dc.date.accessioned2022-03-01T16:05:37Z
dc.date.available2022-03-01T16:05:37Z
dc.description.abstractWe 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.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4518
dc.language.isoes
dc.publisherUNIV GRANADA. GRUPO INVESTIGACION DIDACTICA MATEMATICA
dc.sourcePNA REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA
oaire.resourceTypeArticle
uct.indizacionESCI
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