Meaning of the statistical table in Spanish secondary education textbooks

Abstract

The aim of this paper is to describe the intended meaning of statistical tables, in a sample of 18 Spanish secondary school textbooks (12 to 15 years old), by analyzing the configuration of mathematical objects and processes in the mathematical activity posed to the student. Through content analysis, we identified the type of problems situations posed, language used, concepts, properties, procedures, and arguments, which organize the pragmatic meaning about the statistical table. The results show differences between the selected publishers in the mathematical activity proposed to the student, both in number of tasks and type of situation and these aspects may go unnoticed by the teacher. There are no differences in concepts, properties, and arguments, the treatment of language is similar in variety and complexity, both by publisher and educational level.