Dominios de contenido y autenticidad: un análisis de los problemas aritméticos verbales incluidos en los libros de texto españoles

• Vicente, Santiago ^[1] ; Manchado, Eva ^[1]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 11, Nº. 4, 2017, págs. 253-279
• Idioma: español
• DOI: 10.30827/pna.v11i4.6242
• Títulos paralelos:
  • Content Domain and Autenticity: An Analysis of the Word Problems Included into Spanish Mathematics Textbooks
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• Resumen
  • español

    Mediante un análisis cuantitativo-descriptivo de los libros de matemáticas de dos editoriales españolas se analiza la variedad de temas matemáticos que se tratan en los problemas aritméticos verbales, y si los problemas de todos los temas y cursos escolares están igualmente contextualizados en situaciones auténticas y familiares para los alumnos. Los resultados muestran que hay más problemas de números y menos de formas y mediciones geométricas que las recomendadas por TIMSS. Además, los problemas propios de los cursos superiores (fracciones, geometría, organización de la información y probabilidad) fueron los menos contextualizados en situaciones auténticas.Content Domain and Autenticity: An Analysis of the Word Problems Included into Spanish Mathematics TextbooksFollowing a quantitative and descriptive approach, we analyze the variety of mathematical topics treated by word problems in mathematics textbooks from two Spanish series. Also, we examine whether the problems are contextualized in real and familiar situations to the students. Results showed that there were more problems about numbers and less about geometrical compared to the suggestions of TIMSS. Add to this, the problems about topics in the higher grades—fractions, geometry, data display—were the worst contextualized.

  • English

    Following a quantitativeanddescriptive approach, we analyze the variety of mathematical topics treated by word problems in mathematics textbooks from two Spanish series. Also, we examine whether the problems are contextualized in real and familiar situations to the students.Results showed that there were more problems about numbers and less about geometrical compared to the suggestions of TIMSS. Add to this, the problems about topics in the higher gradesfractions, geometry, data displaywere the worst contextualized.

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