Abstract
We summarize the results of a research that aimed to characterize the proposal of probability teaching throughout compulsory education from collections of textbooks of the same authorship. To do so, we analyzed four collections of textbooks, of the same authorship, one of each level of schooling, approved by the National Program of Didactic Books of the years 2016, 2017 and 2018. Our theoretical-methodological reference is the Anthropological Theory of the Didactic, which allows us to map, model and analyze the mathematical choices and didactic choices of the author. Throughout the collections, the articulation between frequentist, geometric, axiomatic, subjective and intuitive views of probability is not predominant. Although one or other of these conceptions is sometimes proposed, the classical view is dominant in this postponement of teaching.
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Notes
- 1.
In Brazil, the compulsory education is composed by Elementary school−for children between six and ten years old, the Final Years for children between eleven and fourteen years old−and High school (for teenagers between fifteen and seventeen years old).
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This work was supported by Capes: Coordenação de Aperfeiçoamento de Pessoal de Nível Superior.
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dos Santos Verbisck, J.T., Bittar, M. (2021). A Praxeological Analysis of the Proposal for Teaching Probability in Brazilian Textbooks of the Compulsory Education. In: Barquero, B., Florensa, I., Nicolás, P., Ruiz-Munzón, N. (eds) Extended Abstracts Spring 2019. Trends in Mathematics(), vol 13. Birkhäuser, Cham. https://doi.org/10.1007/978-3-030-76413-5_13
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