<?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>S2215-34702023000100065</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tipología de las preguntas sobre variabilidad en los textos escolares y su relación con la alfabetización y pensamiento estadístico]]></article-title>
<article-title xml:lang="en"><![CDATA[Typology of questions on variability in school textbooks and their relationship to statistical literacy and thinking]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tipologia das perguntas sobre variabilidade nos livros escolares e sua relação com alfabetização e 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[Maldonado-Fuentes]]></surname>
<given-names><![CDATA[Ana C.]]></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 del Bío-Bío Facultad de Educación y Humanidades Departamento Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Chillán ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>65</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El presente estudio tiene como propósito analizar si las preguntas relacionadas con el concepto de variabilidad que se presentan en los textos escolares de enseñanza secundaria en Chile permiten alfabetizar y pensar estadísticamente a los estudiantes del sistema escolar.  (Metodología)  Para tal efecto se hizo uso de un enfoque cualitativo mediante un análisis de contenido de los libros de textos de enseñanza secundaria publicados en los años 2016-2018-2020 y 2021. Las unidades de análisis fueron seleccionadas mediante un muestreo no probabilístico del tipo intencionado.  (Resultados)  Entre los hallazgos más relevantes se puede señalar que gran parte de las preguntas de los libros de texto analizados hacen uso de pronombres interrogativos qué y cuál. En estos casos, la interrogante se asocia a interpelaciones de bajo nivel cognitivo destinadas esencialmente al cálculo de estadígrafos de variabilidad, sin hacer uso de herramientas tecnología. Por el contrario, las preguntas afines a niveles cognitivos superiores como leer, analizar y tomar decisiones evidencian baja representatividad dentro de los casos observados. El concepto variabilidad se relaciona de manera fundamental con la noción de dispersión, lo cual ha sido cuestionado por investigadores de habla inglesa.  (Conclusiones)  En síntesis, los resultados sugieren que es recomendable que los profesores del sistema escolar orienten, reformulen y diseñen preguntas afines al concepto de variabilidad tomando como base las preguntas clasificadas en categorías superiores tales como análisis, argumentación y evaluación de manera que el estudiantado desarrolle una alfabetización y pensamiento estadístico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The purpose of this study is to analyze whether the questions related to the concept of variability that are presented in secondary school textbooks in Chile, contribute to the development of statistics literacy and thinking among students in the school system.  (Methodology)  To achieve this objective, a qualitative approach was used based on a content analysis of the secondary education textbooks published in the years 2016, 2018, 2020 and 2021. Units of analysis were selected using non-probabilistic subjective sampling.  (Results)  Among the most relevant findings, it was determined that a large part of the questions in the textbooks consulted made use of the interrogative pronouns ''what''and ''which.''In these cases, the questions were associated with simple tasks aimed essentially at the calculation of descriptive summaries of variability without the use of technological tools. On the other hand, questions related to more complex tasks such as reading, analyzing and making decisions, were poorly represented in the textbooks analyzed. The concept of variability in the textbooks consulted is fundamentally related to the notion of dispersion, an approach that has been questioned by English-speaking researchers.  (Conclusions)  In brief, based on the results obtained it is recommended that teachers in the school system guide, reformulate and design questions related to the concept of variability based in more complex activities such as analysis, argumentation and evaluation to better assist students in developing statistical literacy and thinking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste estudo é analisar se as perguntas relacionadas ao conceito de variabilidade apresentada nos livros didáticos do ensino médio no Chile permitem que os alunos do sistema escolar aprendam alfabetização e pensem estatisticamente.  (Metodologia) Para isso, foi utilizada uma abordagem qualitativa por meio de análise de conteúdo de livros didáticos do ensino médio publicados nos anos 2016-2018-2020 e 2021. As unidades de análise foram selecionadas por amostragem não probabilística do tipo intencional.  (Resultados) Entre as descobertas mais relevantes, pode-se notar que grande parte das perguntas nos livros didáticos analisados fazem uso de pronomes interrogativos: o que e qual. Nesses casos, a questão está associada a interpelações de baixo nível cognitivo voltadas essencialmente para o cálculo das estatísticas de variabilidade, sem fazer uso de ferramentas tecnológicas. Pelo contrário, as perguntas relacionadas a níveis cognitivos mais elevados, como leitura, análise e tomada de decisões, apresentam baixa representatividade dentro dos casos observados. O conceito de variabilidade está fundamentalmente relacionado à noção de dispersão, que tem sido questionada por pesquisadores de língua inglesa.  (Conclusões) Em resumo, os resultados sugerem que é recomendável os professores do sistema escolar guiarem, reformularem e projetarem perguntas relacionadas ao conceito de variabilidade com base em perguntas classificadas em categorias superiores, como análise, argumentação e avaliação para que os alunos desenvolvam alfabetização e pensamento estatístico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Variabilidad]]></kwd>
<kwd lng="es"><![CDATA[Textos escolares]]></kwd>
<kwd lng="es"><![CDATA[Preguntas]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización estadística]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento estadístico]]></kwd>
<kwd lng="es"><![CDATA[Nivel cognitivo]]></kwd>
<kwd lng="en"><![CDATA[Variability]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA[questions]]></kwd>
<kwd lng="en"><![CDATA[statistical literacy]]></kwd>
<kwd lng="en"><![CDATA[statistical thinking]]></kwd>
<kwd lng="en"><![CDATA[cognitive level]]></kwd>
<kwd lng="pt"><![CDATA[Variabilidade]]></kwd>
<kwd lng="pt"><![CDATA[livros escolares]]></kwd>
<kwd lng="pt"><![CDATA[perguntas]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização estatística]]></kwd>
<kwd lng="pt"><![CDATA[pensamento estatístico]]></kwd>
<kwd lng="pt"><![CDATA[nível cognitivo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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