@misc{10481/106257,
year = {2025},
month = {7},
url = {https://hdl.handle.net/10481/106257},
abstract = {Probabilistic language is a main component in the teaching and learning of probability;
however, research analyzing probabilistic language in textbooks, which are fundamental
didactic tools, is scarce. Consequently, in this research, we studied the various probabilistic
languages used in Spanish secondary school textbooks. We performed a detailed content
analysis of two complete series (grades 1 to 4; the last with two options) of Spanish prestigious editorials published after the last curricular guidelines in 2022; 10 books in total. We
researched the verbal, symbolic, tabular, and graphical language in each textbook. Results
suggest differences in the way each editorial introduces its everyday and probabilistic
language. Although the number of new symbols is small, some of them are complex or
used inconsistently. There is scarce use of tables and graphs, except for tree diagrams and
two-way tables, in the study of conditional and compound probability. We conclude with
recommendations to improve probabilistic language in textbooks and facilitate the learning
of probability in secondary education in this way.},
organization = {ANID, Chile  (Grant N. 72220183)},
organization = {MICIU/AEI/10.13039/501100011033 - FEDER (Project PID2022-139748NB-100)},
publisher = {MDPI},
keywords = {mathematical language},
keywords = {probability},
keywords = {secondary education},
keywords = {textbooks},
title = {Probabilistic Language in Spanish Secondary Textbooks},
doi = {10.3390/educsci15080979},
author = {Batanero Bernabéu, Carmen and Elgueda Ibarra, Macarena and Gea Serrano, María Magdalena},
}