<?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>S1519-39932023000100218</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a8465</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencias del Manual Didáctico Chileno para la enseñanza de la probabilidad y la Estadística en los primeros años de la enseñanza básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Influences of the Chilean Didactic Manual for Teaching Probability and Statistics in the Early Years of Elementary School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piccoli]]></surname>
<given-names><![CDATA[João Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alencar]]></surname>
<given-names><![CDATA[Edvonete Souza de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Levicoy]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Grande Dourados Faculdade de Ciências Exatas e Tecnologia Programa de Pós-Graduação em Ensino de Ciências e Matemática]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas, Magíster y Doctorado en Didáctica de las Matemáticas ]]></institution>
<addr-line><![CDATA[Talca ML]]></addr-line>
<country>Chile</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=S1519-39932023000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El libro de texto es una herramienta muy utilizada por docentes y alumnos en el ámbito escolar. Todas estas colecciones cuentan con un manual didáctico, disponible para acceso sólo a los maestros. Así, la presente investigación buscó develar el conocimiento especializado del manual didáctico chileno para la enseñanza de Probabilidad y Estadística en el primer y segundo año de la primaria, en el que se matriculan regularmente alumnos de seis y siete años. La comprensión de estos conocimientos, así como sus influencias, permite al educador identificar las posibles dificultades que los estudiantes pueden adquirir en el aprendizaje de esta área temática. En consecuencia, será más fácil establecer estrategias que minimicen estos impactos. El estudio se realizó en forma de investigación documental, centrándose en la colección Sumo Primero (2022). El referencial se basó en el modelo teórico del Mathematics Teacher&#8217;s Specialized Knowledge, que categorizó el conocimiento especializado del profesor de matemáticas en seis subdominios principales. Mediante el estudio y análisis del mencionado manual, se buscó identificar los conocimientos que más se destacaban, según la clasificación de las partes indicadas según las normas del mencionado modelo. Como resultado, el subdominio más evidente fue el Conocimiento de los Parámetros de Aprendizaje de las Matemáticas y el que menos prevaleció fue el Conocimiento de la Estructura de las Matemáticas. Se espera que esta investigación contribuya a la formación de docentes, a fin de constituirse también para el pensamiento de nuevas investigaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the school environment, the textbook is a tool widely used by teachers and students. All these collections have a didactic manual, available for access only to the faculty. Thus, the present research sought to reveal the specialized knowledge of the Chilean didactic manual for teaching Probability and Statistics in the first and second year of Basic Education, in which six and seven years old students enroll regularly. The understanding of this knowledge, as well as its influences, allows the educator to identify the possible difficulties that students may acquire during the learning of this thematic axis. Consequently, it will be easier to devise strategies that minimize these impacts. The study took place in the form of documentary research, focusing on the Sumo Primero collection (2022). The framework was based on the theoretical model of the Mathematics Teacher&#8217;s Specialized Knowledge, which categorized the mathematics teacher&#8217;s specialized knowledge into six main subdomains. By studying and analyzing the afore mentioned manual, we sought to identify the knowledge that stood out the most, according to the classification of the indicated sections according to the norms of the mentioned model. As a result, the most evident subdomain was Knowledge of Mathematics Learning Standards and the least prevalent was Knowledge of the Structure of Mathematics. It is expected that this research will contribute to the formation of teachers, in order to also constitute itself for the thought of new investigations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento especializado]]></kwd>
<kwd lng="es"><![CDATA[Educación estadística]]></kwd>
<kwd lng="es"><![CDATA[Investigación documental]]></kwd>
<kwd lng="en"><![CDATA[Specialized knowledge]]></kwd>
<kwd lng="en"><![CDATA[Statistical education]]></kwd>
<kwd lng="en"><![CDATA[Documentary research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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