A guide to the analysis of didactic suitability of probability textbook lessons

Abstract

The aim of this article is to buid a Guide to the Analysis of Probability Textbook Lessons for secondary education (students aged 12-14), using the framework of Didactic Suitability. The facets, components and indicators of the didactic suitability construct are applied to categorize and organize didactic-mathematical knowledge on teaching and learning of probability in secondary education derived from research on the subject. The guide constitutes a systemic structure of descriptors (gradable and recognizable features in the textbook lesson) associated with the different components of partial suitability, which can facilitate the teacher's decision-making on how to use a textbook lesson in the classroom to optimise the instructional process.