Analysis of the cognitive demands in probability tasks of primary school textbooks

• Autor(a) principal: Santana, Michaelle R. M. de
• Data de Publicação: 2020
• Outros Autores: Fernandes, José António, Borba, Rute Elizabete de S. R.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/1822/69116
• topic: Textbooks; Tasks; Probability; Primary School; Livros didáticos; Tarefas; Probabilidade; Anos iniciais; Ciências Sociais::Ciências da Educação

Among the didactic materials that shape educational practices, curricular materials, in particular textbooks, play a preponderant role in teaching and learning. The general study goal is to understand how the concept of probability in primary school textbooks is explored. As specific objectives, we highlight: to identify probability tasks present in the books; to verify what cognitive demands are present and to identify the type of random experience involved in the tasks and the type of context in which the tasks were formulated. Four textbooks collections were analysed, approved by the 2016 National Textbook Plan. In the analysis were identified 69 probability tasks in the books from the first to the 5th year, and it was evidenced that the textbooks guide the learning of probability based on the notions of randomness, going through the survey of results of experiments and by the assessment of probabilities. It was also evidenced that the tasks identified in the collections do not contemplate the study of the association between variables, another important aspect in the development of probabilistic thinking. Finally, we verified the predominance of tasks involving simple experiments and formulated in the context of games of chance.