@misc{10481/78978,
year = {2022},
month = {12},
url = {https://hdl.handle.net/10481/78978},
abstract = {Textbooks are considered essential, providing a hierarchical organisation of knowledge,
forging the intellectual scaffolding of students and teachers alike, and playing a crucial role in
compulsory education. In this paper we discuss, by means of a content analysis, the systematic errors
detected in the presentation of questions related to statistics and probability in Spanish secondary
school textbooks on mathematics. We found some errors appear systematically in the texts, and the
most common are: faulty differentiation between quantitative and qualitative variables, between
discrete and continuous variables and between randomness and determinism, confused examples
for the bar charts, uncritical choice for graphic representations, inaccuracies in specific vocabulary,
and ignoring prior probabilities and a poor consideration about representativeness. We classify the
observed errors considering that some of these errors arise from the inherent difficulty of the content
and others arise from differences between mathematical and statistical thinking as well as from
judgments based on heuristic rules. Knowing the existence of these errors and the reasons why they
occur are key points to make them disappear from statistical lessons and to help citizens achieving
true statistical literacy.},
organization = {Ministry of Science and Innovation, Spain (MICINN)
Spanish Government		
PID2021-128261NB-I00},
publisher = {MDPI},
keywords = {Mathematics},
keywords = {Statistics},
keywords = {Education},
keywords = {School mathematics content},
keywords = {Statistical literacy},
keywords = {Teaching},
keywords = {Learning},
title = {Errors concerning Statistics and Probability in Spanish Secondary School Textbooks},
doi = {10.3390/app122412719},
author = {Rico Castro, Nuria and Ruiz Hidalgo, Juan Francisco},
}