Semiotic conflicts related to correlation and regressionin High Schooltextbooks
DOI:
https://doi.org/10.35763/aiem.v1i8.113Keywords:
Regression and correlation, textbooks, semiotic conflicts, High SchoolAbstract
The aim of this work is to characterize the semiotic conflicts that arise on the topic ofcorrelation and regression in the Spanish High Schooltextbooks. Acontent analysis of the chaptersdealing with this topicis performed on a sample of 16 high school textbooks, eight of the Science and Technologyspecialtyand eight directed toHumanities and Social Sciences. We baseon the onto-semiotic approachof mathematical knowledge and instruction inmathematics education that discriminates betweeninstitutional and personal meaning of mathematical objects; semioticconflictin this framework isdefined asadisparity between these two meanings. In our analysis we found a wide variety of conflictsconcerning the language used, the definition of concepts and presentation of properties and methods, along with some arguments. These results alert the teacher to avoid that such conflicts are transmitted to thestudent learning. Finally, some criteria are provided to enhance the presentation of correlation and regressionin theHigh Schooltextbooks
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