Mathematical objects linked to statistics and probability in Early Childhood Education: an analysis from textbooks

Abstract This article analyzes how the contents of statistics and probability are addressed in the textbooks of Early Childhood Education in Chile. For this, we used theoretical tools of the Ontosemiotic Approach to Mathematical Knowledge and Instruction, which have allowed us to investigate mathematical objects (problem situations, language, concepts, and procedures) linked to the study of statistics and probability in textbooks for Early Childhood Education. The results show, first, the absence of activities associated with the study of probability and, secondly, an adequate and gradual approach towards the construction of certain basic notions of statistics. These results provide valuable information to improve the presentation of these contents in textbooks for Early Childhood Education.

摘要 本文分析智利学前教育（Early Childhood Education）教材中统计与概率内容的教学呈现方式。为此，本研究采用数学知识与教学的本体符号学方法（Ontosemiotic Approach to Mathematical Knowledge and Instruction）作为理论工具，借此探究学前教育教材中与统计、概率学习相关的数学对象，包括问题情境、语言表述、概念及操作方法。研究结果显示：其一，教材中未设置与概率学习相关的教学活动；其二，教材对部分基础统计概念的建构采用了恰当且循序渐进的教学路径。上述研究结果可为优化学前教育教材中统计与概率内容的呈现形式提供重要参考。