Analysis of the teaching of dispersion measures in secondary school textbooks
DOI:
https://doi.org/10.35763/aiem.v0i16.232Keywords:
Textbooks, dispersion measures, secondary education, semiotic conflictAbstract
The aim of the study described is to analyze how the dispersion measures are presented in the didactic units of Statistics, in a sample of 12 textbooks corresponding to 3rd and 4th year of Compulsory Secondary Education. In order to select the sample, we studied which books were used in the public schools, choosing the four most frequently employed according to the grade, distinguishing between 3rd and 4th grades, and taking into account the double optionality (A and B) in the 4th grade. We applied the onto-semiotic approach for our analysis. More specifically, we analyzed the five primary mathematical objects along with which
the subject is presented: language, concepts, procedures, arguments and propositions. We found differences in texts for either one grade only or several different grades. Possible semiotic conflicts arising from the use of the analyzed texts are also explained.
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