Integración del desarrollo sostenible en la enseñanza de la Estadística y Probabilidades: un análisis de los libros de texto de Matemática de la Educación Primaria.

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Bibliographic Details
Title:	Integración del desarrollo sostenible en la enseñanza de la Estadística y Probabilidades: un análisis de los libros de texto de Matemática de la Educación Primaria.
Alternate Title:	Integration of sustainable development in the teaching of Statistics and Probability: an analysis of mathematics textbooks in primary education.
Authors:	Chia Shih-Su¹, Díaz-Levicoy, Danilo¹ ddiazl@ucm.cl, Chuan Chih-Hsu¹
Source:	Educación y Humanismo. ene-jun2024, Vol. 26 Issue 46, p222-246. 25p.
Subject Terms:	Mathematics textbooks, Achievement gains (Education), Statistical literacy, Grade levels, *Electronic textbooks, Sustainable development, Health literacy
Geographic Terms:	Chile
Reviews & Products:	Sustainable Development Goals (United Nations)
Abstract (English):	Objective: this study assessed statistical and probabilistic literacy, as well as Education for Sustainable Development (ESD), in the 11 primary mathematics textbooks in Chile. The objective was to identify the cognitive demand level and progress of ESD by examining the quantity and type of linkage with the 17 Sustainable Development Goals (SDGs) in the presented activities and tasks. Methodology: content analysis was employed to examine the linkage with the SDGs, the type of content, and the cognitive demand of the proposed activities and tasks. Results: the findings revealed that the proposed tasks in the analyzed textbooks are mostly procedural, realistic, and contextualized within situations associated with SDG2, SDG3, SDG4, SDG5, SDG12, and SDG13. Moreover, it was found that as the grade levels progress, the number of tasks associated with the SDGs increases, and the level of cognitive demand is higher. Conclusions: although textbooks provide opportunities for teaching statistics, probability, and ESD, it is necessary to integrate activities with a higher cognitive demand level of data analysis. This will foster statistical project work and the development of cognitive, behavioral, and socio-emotional skills from primary education within the context of ESD. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Objetivo: este estudio evaluó la alfabetización estadística y probabilística, y la educación para el desarrollo sostenible (EDS) en los 11 libros de texto de Matemática de primaria en Chile. El objetivo fue identificar el nivel de demanda cognitiva y el avance de la EDS, examinando la cantidad y tipo de vinculación con los 17 Objetivos de Desarrollo Sostenible (ODS) en las actividades y tareas presentadas. Metodología: se utilizó un análisis de contenido para examinar la vinculación con los ODS, el tipo de contenido y la demanda cognitiva de las actividades y tareas propuestas. Resultados: los resultados mostraron que las tareas propuestas en los libros de texto analizados son en su mayoría procedimentales, realistas y contextualizadas en situación asociada a ODS2, ODS3, ODS4, ODS5, ODS12 y ODS13. Además, se encontró que a medida que los cursos avanzan, aumenta la cantidad de tareas asociadas con los ODS y el nivel de demanda cognitiva es mayor. Conclusiones: aunque los libros de texto ofrecen oportunidades para la enseñanza de estadística, probabilidad y EDS, es necesario integrar actividades de datos con nivel de demanda cognitiva más elevado. Esto permitirá fomentar el trabajo de proyectos estadísticos, desarrollando habilidades cognitivas, comportamentales y socioemocionales desde la educación primaria, en el marco de la EDS. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Objective: this study assessed statistical and probabilistic literacy, as well as Education for Sustainable Development (ESD), in the 11 primary mathematics textbooks in Chile. The objective was to identify the cognitive demand level and progress of ESD by examining the quantity and type of linkage with the 17 Sustainable Development Goals (SDGs) in the presented activities and tasks. Methodology: content analysis was employed to examine the linkage with the SDGs, the type of content, and the cognitive demand of the proposed activities and tasks. Results: the findings revealed that the proposed tasks in the analyzed textbooks are mostly procedural, realistic, and contextualized within situations associated with SDG2, SDG3, SDG4, SDG5, SDG12, and SDG13. Moreover, it was found that as the grade levels progress, the number of tasks associated with the SDGs increases, and the level of cognitive demand is higher. Conclusions: although textbooks provide opportunities for teaching statistics, probability, and ESD, it is necessary to integrate activities with a higher cognitive demand level of data analysis. This will foster statistical project work and the development of cognitive, behavioral, and socio-emotional skills from primary education within the context of ESD. [ABSTRACT FROM AUTHOR]
ISSN:	01242121
DOI:	10.17081/eduhum.26.46.6602