Análisis de actividades sobre estadística descriptiva en libros de educación media: ¿Qué se pretende que los estudiantes aprendan?

MIÑO, M.; TELESNICKI, M. C.; CUETO, G. R.; POMILIO, C. J.; GARCIA FACAL, G.; FILLOY J.; PEREZ, A. A.; BRIGNONE, N.; FASS, M.; FERNANDEZ, S.

Educação Matemática Pesquisa

São Paulo, SP: Pontifícia Universidade Católica de São Paulo, Programa de Estudos Pós-Graduados em Educação Matemática

Lugar: São Paulo; Año: 2016 vol. 18 p. 1345 - 1364

1983-3156

In this study we analyzed activities concerning descriptive statistics in math textbooks frequently used in Argentinian high schools. We performed a detailed analysis of cognitive demand, interrelation of concepts and the context of these activities. We detected an important percentage of repetitive activities, focusing on procedures in detriment of significant cognitive demand. Fifteen percent of the activities did not have proper context to show students the usefulness of the concepts they are learning. We concluded that the analyzed textbooks have an approach focusing on procedure and definitions concerning descriptive statistics, failing in showing the students the importance of statistical knowledge as a tool for data handling in their daily lives.