Análisis ontosemiótico de los contenidos de probabilidad en los documentos curriculares de Perú

Abstract

: The objective of this work is to analyze the meanings of probability and how they are articulated in the Peru curricular guidelines at the beginning of secondary education (12- and 13-year-old students). The curricular program and didactic materials in probability are examined by applying the notions of epistemic and didactic configuration from the Ontosemiotic Approach to math-ematical knowledge and instruction. The results show an emphasis on the classical meaning of probability to the detriment of the intuitive and frequency meanings. This predominance of the classical meaning implies that all the situations-problems proposed in the curricular material are solved with the appli-cation of Laplace’s rule and that all the elementary events are equally likely. In this context, we identify different potential semiotic conflicts related to con-cepts-definitions, procedures, languages, and arguments that must be consid-ered by teachers when using the curricular material. In this way, professional development programs should be planned to make it possible to exploit the possibilities of the curricular materials and cover the aforementioned aspects.