<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100204</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a8471</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio comparativo de los gráficos estadísticos en libros de texto chilenos y españoles de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparative study of statistical graphics in Chilean and Spanish primary school textbooks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cisternas]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pallauta]]></surname>
<given-names><![CDATA[Jocelyn D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elgueda-Ibarra]]></surname>
<given-names><![CDATA[Macarena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Duoc Pontifica Universidad Católica Programa de Matemáticas ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Programa Doctorado en Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo consiste analizar las situaciones que involucran gráficos estadísticos en los libros de textos escolares españoles y chilenos dirigidos a la educación primaria (6 a 11 años). Se realiza un estudio cualitativo y descriptivo de las situaciones considerando las categorías: tipo de gráfico, propósito del gráfico y nivel de lectura requerido para resolver la situación. El análisis de contenido muestra que los textos chilenos presentan un mayor número de situaciones que involucran gráficos estadísticos. En ambos países predomina el gráfico de barras, pero los textos españoles muestran una mayor variedad de tipos de gráficos conforme se progresa de curso. La mayor parte de los gráficos, en ambos contextos, son utilizados para comunicar información, mientras que los niveles de lectura se centran en la lectura directa, la comparación o la realización de cálculos sencillos. Se concluye que es necesario incorporar situaciones que abarquen de manera progresiva niveles más sofisticados de lectura con la idea de desarrollar una interpretación crítica de los datos de acuerdo con las demandas de la sociedad actual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this paper is to analyse the situations involving statistical graphs in Spanish and Chilean textbooks for primary education (6 to 11 years old). A qualitative and descriptive study of the situations is carried out considering the categories: type of graph, purpose of the graph and reading level required to solve the situation. The content analysis shows that Chilean texts present a greater number of situations involving statistical graphs. In both countries, bar graphs predominate, but Spanish texts show a greater variety of graph types as the course progresses. Most graphs, in both contexts, are used to information, while reading levels focus on direct reading, comparison or simple calculations. It is concluded that it is necessary to incorporate situations that progressively cover more sophisticated reading levels with the idea of developing a critical interpretation of data according to the demands of today&#8217;s society.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis de contenido]]></kwd>
<kwd lng="es"><![CDATA[Niveles de lectura]]></kwd>
<kwd lng="es"><![CDATA[Propósito]]></kwd>
<kwd lng="es"><![CDATA[Representación de los datos]]></kwd>
<kwd lng="es"><![CDATA[Tipos de gráficos]]></kwd>
<kwd lng="en"><![CDATA[Content analysis]]></kwd>
<kwd lng="en"><![CDATA[Reading levels]]></kwd>
<kwd lng="en"><![CDATA[Purpose]]></kwd>
<kwd lng="en"><![CDATA[Data representation]]></kwd>
<kwd lng="en"><![CDATA[Types of graphs]]></kwd>
</kwd-group>
</article-meta>
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