How is statistics and probability learning promoted? An analysis on Primary Education textbooks

Abstract

This paper analyses the cognitive demand of mathematical tasks proposed for probability and statistical learning present in Chilean school textbooks. Results show a range of mathematical tasks with a strong predominance of those related to connection procedures. On the other hand, they show the need to broaden the type of tasks which seek to foster probability and statistical learning in Primary Education, especially in the case of probability, since according to this study data, the types of tasks proposed for its learning is not very varied. This fact diminishes its applicability value, which consequently limits its comprehension.