Measures of central tendency in primary education textbooks in Chile
José Hernán Parra-Fica 1 * , María del Mar López-Martín 2 , Danilo Díaz-Levicoy 1
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1 Universidad Católica del Maule, Talca, CHILE2 Universidad de Almería, Almería, SPAIN* Corresponding Author

Abstract

This study analyzed the tasks associated with measures of central tendency proposed to Chilean students from 5th to 8th year of basic education. For this purpose, the activities involving mean, median, and/or mode were identified through the revision of two series of textbooks (16). The units of analysis were (1) type of measure, (2) task, (3) context, (4) support, and (5) cognitive skill. The main findings allowed us to indicate that the texts are aligned with the curricular guidelines, with tasks mostly associated with mean and mode, prioritizing calculation. Additionally, the tasks lack a context that gives meaning to the data. The support in which the data is presented is written and tabular. Finally, regarding the type of cognitive skills with the greatest presence in the textbooks, these are at a basic level.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 6, June 2024, Article No: em2454

https://doi.org/10.29333/ejmste/14592

Publication date: 01 Jun 2024

Online publication date: 07 May 2024

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Article Downloads: 219

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