Inequalities Handling in Chilean Curriculum and School Texts

Abstract In this paper, we make an analysis of inequality handling, including both: the Chilean curriculum, through its plans and programs, and school texts. It has been decided to work on an exploratory research that follows a methodology of qualitative analysis, where the mathematical object will be equated with a complexity scheme of its own, allowing a visual analysis of what happens in Chile. Within the findings, we reveal some differences in the teaching progression for mathematical object under study, that is to say, the treatment given to the object in different courses would not cover it in its entirety. The missing contents could be addressed in classroom planning for every teacher with the aim of improving learning processes. Moreover, it is important to mention that the study process explained in this research can be also applied in the analysis of other mathematical objects.