A comparative study about compound proportionality in Spanish Secondary textbooks under LOGSE-LOE-LOMCE

Authors

  • Sergio Martínez Juste Universidad de Zaragoza
  • José María Muñoz Escolano Universidad de Zaragoza
  • Antonio M. Oller Marcén Centro Universitario de la Defensa de Zaragoza

DOI:

https://doi.org/10.35763/aiem.v1i8.119

Keywords:

Compound proportionality, textbooks, secondary education, methods of resolution, classification of problems

Abstract

In this work, we perform a comparative study about the treatment of compound proportionality in 6 series of Secondary Spanish textbooks (age 12-16). These series belong to two different publishing houses and were published under the last three educative periods implemented in Spain. This is an a priori textual analysis carried out under the paradigm of content analysis and structured through different categories. Among other results, we conclude that there is great variability on the treatment given to compound proportionality although the types of problems and their contexts are very homogeneous. In addition, we detect deficiencies, among other aspects, in the characterizations and justifications used in the texts.

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Published

2015-11-04

How to Cite

Martínez Juste, S., Muñoz Escolano, J. M., & Oller Marcén, A. M. (2015). A comparative study about compound proportionality in Spanish Secondary textbooks under LOGSE-LOE-LOMCE. Advances of Research in Mathematics Education, (8), 95–115. https://doi.org/10.35763/aiem.v1i8.119

Issue

No. 8 (2015)

Section

Artículos

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