<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302023000100130</article-id>
<article-id pub-id-type="doi">10.14393/er-v30a2023-32</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tablas de doble entrada: lectura y cálculo de probabilidades por estudiantes de educación media]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tabelas de dupla entrada: leitura e cálculo de probabilidades por alunos do ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Double-entry tables: reading and calculating probabilities by secondary school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Daniela Calderón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-García]]></surname>
<given-names><![CDATA[Jaime I.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coronado]]></surname>
<given-names><![CDATA[Nicolás Fernández]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arredondo]]></surname>
<given-names><![CDATA[Elizabeth H.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[Osorno ]]></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>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302023000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302023000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302023000100130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La tabla de doble entrada es una representación útil para el análisis de dos variables estadísticas, cuya enseñanza es esencial en la formación del estudiante. Esta investigación cualitativa, descriptiva-exploratoria, tuvo por objetivo analizar la lectura y el cálculo de probabilidades en tablas de doble entrada realizado por estudiantes de educación media. Bajo la técnica de análisis de contenido, se analizan las respuestas de 75 estudiantes a dos tareas de lectura y tres de cálculo de probabilidades. Los resultados muestran que la mayoría del estudiantado posee dominio de los primeros niveles de lectura de Curcio y hace uso de la regla de Laplace, o la regla de tres, como estrategia de solución; sin embargo, algunos presentan errores, por ejemplo, confunden una probabilidad condicional con su inversa. Lo anterior evidencia la necesidad de diseñar propuestas de enseñanza donde se aborden los diversos objetos y procesos matemáticos en torno a la lectura y cálculo de probabilidades en tablas de doble entrada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A tabela de dupla entrada é uma representação útil para a análise de duas variáveis estatísticas, cujo ensino é essencial na formação do aluno. Esta investigação qualitativa, de carácter descritivo-exploratório, teve como objetivo analisar a leitura e o cálculo de probabilidades em tabelas de dupla entrada efetuados por alunos do ensino médio. Utilizando a técnica de análise de conteúdo, foram analisadas as respostas de 75 alunos a duas tarefas de leitura e a três tarefas de cálculo de probabilidades. Os resultados mostram que a maioria dos alunos domina os primeiros níveis de leitura de Curcio e utiliza a regra de Laplace, ou a regra de três, como estratégia de solução; no entanto, alguns cometem erros, por exemplo, confundem uma probabilidade condicional com a sua inversa. Isto mostra a necessidade de conceber propostas de ensino que abordem os diferentes objetos e processos matemáticos em torno da leitura e cálculo de probabilidades em tabelas de dupla entrada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The double-entry table is a useful representation for the analysis of two statistical variables, whose teaching is essential in the student's education. This qualitative research, descriptive-exploratory, aimed to analyze the reading and calculation of probabilities in double-entry tables carried out by high school students. Using the content analysis technique, the responses of 75 students to two reading and three probability calculation tasks are analyzed. The results show that the majority of the students have mastery of the first levels of Curcio's reading and make use of Laplace's rule, or the rule of three, as a solution strategy; however, some have errors, for example, they confuse a conditional probability with its inverse. The above evidence the need to design teaching proposals that address the various mathematical objects and processes related to the reading and calculation of probabilities in double-entry tables.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategia]]></kwd>
<kwd lng="es"><![CDATA[Error]]></kwd>
<kwd lng="es"><![CDATA[Nivel de lectura]]></kwd>
<kwd lng="es"><![CDATA[Cálculo de probabilidades]]></kwd>
<kwd lng="es"><![CDATA[Tablas de contingencia]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia]]></kwd>
<kwd lng="pt"><![CDATA[Erro]]></kwd>
<kwd lng="pt"><![CDATA[Nível de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Cálculo de probabilidades]]></kwd>
<kwd lng="pt"><![CDATA[Tabelas de contingência]]></kwd>
<kwd lng="en"><![CDATA[Strategy]]></kwd>
<kwd lng="en"><![CDATA[Error]]></kwd>
<kwd lng="en"><![CDATA[Reading levels]]></kwd>
<kwd lng="en"><![CDATA[Probability calculation]]></kwd>
<kwd lng="en"><![CDATA[Contingency tables]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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