The Statistical Content of Elementary School Mathematics Textbooks

Abstract

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The Contextualization of Statistics in High School Mathematics Texts

“…This diverges from other studies of the statistics content of mathematics textbooks (i.e. Bargagliotti, 2012;Jones et al, 2015;Jones & Jacobbe, 2014;Pickle, 2012;Tran, 2013), which have predominantly focused on the types of actions that the tasks involve related to the statistical investigative cycle outlined in the GAISE framework (Franklin et al, 2007). Another difference is that drawing from Foucault's notion of discourse and his methodology brings with it an epistemological position that acknowledges the power of discourses in texts, to shape what knowledge is, and the reality we are subjected to.…”

“…Though textbooks do not dictate the enacted curriculum of the mathematics classroom, in the case of statistics, where teachers often do not have much prior experience with the subject (Shaughnessy, 2007), textbooks may be highly influential in shaping the enacted curriculum of the classroom. However, up to this point there has been very little investigation of the statistics content of school mathematics texts in the U.S. (Bargagliotti, 2012;Jones et al, 2015;Jones & Jacobbe, 2014;Pickle, 2012;Tran, 2013). This dearth of research is concerning given that statistics and mathematics are distinct disciplines, meaning there are differences in how it should be taught as well.…”

Foregrounding sociopolitical awareness and critique in secondary school statistics curriculum

“…There also needs to be large scale professional development provided for those teachers already in the classroom. Another issue is that as past research on the statistics content of mathematics texts in the K-12 setting have shown, statistics content is often put in a single standalone unit, and generally makes up only a small portion of the overall text in comparison to other content areas such as number and quantity (Jones et al, 2015;Jones & Tarr, 2010). It is important that statistics content is integrated more into the mathematics curriculum so it is not easily skipped or ignored, but becomes an integral component of the mathematics curriculum.…”

La educación estadística y probabilística en proyectos editoriales de Educación Infantil

“…En Educación Primaria, diversos estudios han analizado la presencia de estadística y la probabilidad en los libros de texto (ABED; AL-ABSI, 2015; DÍAZ-LEVICOY; VÁSQUEZ; MOLINA-PORTILLO, 2018; GÓMEZ-TORRES; ORTIZ; GEA, 2014;JONES et al, 2015;SALCEDO, 2015;ALSINA, 2015ALSINA, , 2017; entre otros). Jones et al (2015), por ejemplo, han analizado cinco colecciones de Estados Unidos para alumnos de los grados 1-5 (6-12 años aproximadamente) y concluyen que dos colecciones ubican la mayoría del contenido estadístico cerca del final del texto, mientras que otras dos colecciones ubican las tareas estadísticas de manera más uniforme en todo el libro de texto. En todos los casos, la mayoría de las tareas estadísticas requieren que los estudiantes analicen datos, con un fuerte énfasis en las actividades de lectura de pantallas y realización de cálculos matemáticos, lo cual pone en evidencia un desajuste considerable con las directrices curriculares americanas.…”