A model for analysing mathematical objects in chilean textbooks: problematical situations, language and concepts of probability

Abstract

This article presents a model for analysing how probability is treated in Chilean textbooks in primary education. In order to do this, we have used theoretical tools from the Onto-semiotic Approach to Mathematical Knowledge and Instruction which have enabled us to identity  mathematical objects (problematical situations, language and concepts) associated with the study  of probability. These objects are analysed according to the diversity of their meanings, based on  the official Chilean curriculum. The results show that probability is treated mainly from an  intuitive perspective, with frequency and classical meanings then being included gradually, and  with a rather superficial approach to subjective meaning.