Development of competences and gender aspects in activities on statistics and probability in primary education textbooks
DOI:
https://doi.org/10.30612/tangram.v6i2.17204Keywords:
Textbook. Competencies. Gender equalityAbstract
This study analysed the generic, mathematical, and sustainability competences that can be developed through the tasks derived from statistics and probability learning activities associated with gender equality (SDG 5) in the eleven mathematics textbooks used in the first six years of primary education in Chile. A qualitative approach and content analysis technique were employed to examine the relationship between these tasks and competences. Through a comprehensive review of these textbooks, gender-related tasks were identified and then they were categorized according to types of competences. The results revealed a lack of development of sustainability competences in these tasks, despite the presence of critical thinking competence. Additionally, a disparity was observed in the quantity of gender-related tasks, primarily concentrated in grades 5 and 6. These findings underscore the need for a more adequate integration of sustainability competences and equitable gender representation in statistics and probability tasks in textbooks, to contribute to equitable education through statistics and probability activities in primary mathematics textbooks. The study concludes that greater attention to these aspects is required to enhance the quality of education in Chile in terms of SDG 5.
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