<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702024000100341</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.19</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inferencia estadística en los textos escolares: una aproximación al pensamiento estadístico]]></article-title>
<article-title xml:lang="en"><![CDATA[Statistical Inference in School Textbooks. An Approach to Statistical Thinking]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inferência estatística em livros escolares: uma abordagem ao pensamento estatístico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Alveal]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguerrea]]></surname>
<given-names><![CDATA[Maitere]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío Facultad de Educación y Humanidades Departamento Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Chillán ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas Departamento de Matemática, Física y Estadística]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>341</fpage>
<lpage>356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100341&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El presente estudio tuvo como objetivo principal analizar las actividades relacionadas con inferencia estadística, presentes en los textos escolares de enseñanza secundaria en Chile, y su relación con el desarrollo del pensamiento estadístico.  (Metodología)  Para efectos del estudio se hizo uso de un enfoque cualitativo mediante un análisis de contenido de los libros de enseñanza secundaria difundidos, gratuitamente, por el Ministerio de Educación chileno durante los años 2016, 2018, 2020, 2021 y 2022, los cuales fueron seleccionados mediante un muestreo no probabilístico del tipo intencionado.  (Resultados)  Entre los principales resultados obtenidos, la mayoría de las actividades afines a inferencia estadística en los libros analizados, son del tipo procedimental, relacionadas con el cálculo de intervalos de confianza, sin abordar la interpretación de estos en el contexto de la situación problema. Además, se observa una escasa presencia de actividades relacionadas con inferencia informal. Asimismo, las actividades e interpelaciones explicitadas en los libros de texto no hacen referencia a la formulación de hipótesis o conjeturas acerca de los datos muestrales, de manera que se oriente a la formulación de conclusiones hacia la inferencia estadística.  (Conclusiones)  Los hallazgos entregan evidencias que, a pesar de que los intervalos de confianza se encuentran dentro de las temáticas afines a inferencia estadística en los libros de texto, estas no se focalizan en la toma de decisiones en el nivel poblacional, más bien son tratados desde un vértice descriptivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The main purpose of this study was to analyze the activities related to statistical inference present in secondary education textbooks in Chile, and their relationship to the development of statistical thinking.  (Methodology) For the purposes of the study, a qualitative approach was used through a content analysis of the secondary education books disseminated free of charge by the Chilean Ministry of Education during the years 2016, 2018, 2020, 2021 and 2022, which were selected using intentional nonprobabilistic sampling.  (Results)  Among the main results obtained, it was found that most of the activities related to statistical inference in the textbooks analyzed had to do with procedures related to the calculation of confidence intervals, without addressing their interpretation in the context of the problem. In addition, it was observed that there were few activities related to informal inference. Likewise, the activities and questions presented in the textbooks do not refer to the formulation of hypotheses or conjectures about the sample data made to guide the formulation of conclusions related to statistical inference.  (Conclusions)  The findings indicate that despite the fact that confidence intervals are among the topics related to statistical inference in the textbooks, these textbooks are not focused on decision-making at the population level, but rather on description.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo principal deste estudo foi analisar as atividades relacionadas à inferência estatística, presentes textos escolares do ensino médio no Chile, e sua relação com o desenvolvimento do pensamento estatístico.  (Metodologia)  Para efeitos do estudo, utilizou-se uma abordagem qualitativa através de uma análise de conteúdo dos livros do ensino secundário distribuídos gratuitamente pelo Ministério da Educação do Chile durante os anos de 2016, 2018, 2020, 2021 e 2022, que foram selecionados por meio de amostragem não probabilística do tipo intencional.  (Resultados)  Dentre os principais resultados obtidos, a maior parte das atividades relacionadas à inferência estatística nos livros analisados são do tipo processual, relacionadas ao cálculo de intervalos de confiança, sem abordar sua interpretação no contexto da situação problema. Além disso, há uma presença escassa de atividades relacionadas à inferência informal. Da mesma forma, as atividades e questões explicadas nos livros de texto não se referem à formulação de hipóteses ou conjecturas sobre os dados amostrais, de modo que a formulação de conclusões seja orientada para a inferência estatística.  (Conclusões)  Os resultados fornecem evidências de que, embora os intervalos de confiança estejam dentro dos tópicos relacionados à inferência estatística nos livros de texto, eles não se concentram na tomada de decisões em nível populacional, mas são tratados a partir de um vértice descritivo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inferencia estadística]]></kwd>
<kwd lng="es"><![CDATA[intervalos de confianza]]></kwd>
<kwd lng="es"><![CDATA[libros de texto]]></kwd>
<kwd lng="es"><![CDATA[pensamiento estadístico]]></kwd>
<kwd lng="es"><![CDATA[profesores en formación]]></kwd>
<kwd lng="en"><![CDATA[Confidence intervals]]></kwd>
<kwd lng="en"><![CDATA[statistical inference]]></kwd>
<kwd lng="en"><![CDATA[statistical thinking]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA[prospective teachers]]></kwd>
<kwd lng="pt"><![CDATA[Inferência estatística]]></kwd>
<kwd lng="pt"><![CDATA[intervalos de confiança]]></kwd>
<kwd lng="pt"><![CDATA[livros de texto]]></kwd>
<kwd lng="pt"><![CDATA[pensamento estatístico]]></kwd>
<kwd lng="pt"><![CDATA[professores em formação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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