Meanings of decision-making in probability and statistics: Comparing Chilean and Danish upper secondary school curricula

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Resumé

In this article I investigate the roles given to decision-making in probability and statistics upper secondary school curriculum, in a comparative study between Chile and Denmark. Drawing upon Fairclough’s model for Critical Discourse Analysis, I analyse selected official curricular texts as examples of broader discourse practices. In particular, I focus on the positioning of social actors and legitimation strategies. The evidence reveals a common search for linking mathematics education to democratic access to decision-making process, but failing to specify the relevance of probability and statistics beyond the psychological scope. Still, decision-making provides a way of justifying the teaching and learning.
OriginalsprogEngelsk
TidsskriftNordisk Matematikkdidaktikk
Antal sider15
ISSN1104-2176
StatusAfsendt - 22 feb. 2019

Citer dette

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