La estructura del tema de probabilidad en los libros de texto españoles de educación secundaria obligatoria

Abstract

In this study, we focus on the presentation of probability in Spanish textbooks published after the latest curriculum reform. The objective was to analyze their structure of the probability unit in two widely used series of Spanish textbooks. To this end, we first studied a series of qualitative elements that affect the quality of the text and encourage students to read it. To characterize the macrostructure, we studied the proportion of pages devoted in each book to the stochastic sense that encompasses statistics, probability, and inference, and then, the percentage of pages devoted to probability. The microstructure was characterized by the parts into which the topic was divided, the number of exercises included, and the specific content included. The results point to the existence of adequate qualitative elements, but with very little emphasis on the stochastic sense and even less on the topic of probability. The content presented includes all that is outlined in the curriculum guidelines, as well as fundamental stochastic ideas, increasing in scope and depth as the school year progresses; however, the subjective meaning of probability is barely addressed, and one of the publishers delays the probability teaching until the second year.