The role of decision-making in the legitimation of probability and statistics in Chilean upper secondary school curriculum

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Abstract

Decision-making is argued to be intrinsically embedded in the historical emergence of probability and statistics, as well as in the justification for their inclusion as school mathematics subjects. In this article I investigate the role of decision in probability and statistics in both the current and upcoming Chilean upper secondary school mathematics curricula. Drawing upon Fairclough’s model for Critical Discourse Analysis, I analyse selected texts as examples of broader discourse practices, in particular, I focus in assumptions, modalities, and intertextualities. They evidence the role of decision-making as legitimation of the subject matter and as a mediator of agency by teachers and students. I claim there is a shift towards less appeal to authority in legitimising the curriculum, and an increasing responsibility of students in the educational process.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsUffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
Number of pages8
Place of PublicationUtrecht
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University and ERME
Publication date2019
Pages930-937
ISBN (Electronic)978-90-73346-75-8
Publication statusPublished - 2019
Event11th Congress of the European Society for Research in Mathematics Education - Utrecht University, Utrecht, Netherlands
Duration: 6 Feb 201910 Feb 2019
https://cerme11.org

Conference

Conference11th Congress of the European Society for Research in Mathematics Education
LocationUtrecht University
Country/TerritoryNetherlands
CityUtrecht
Period06/02/201910/02/2019
Internet address

Keywords

  • critical discourse analysis
  • curriculum
  • decision-making
  • probability
  • statistics

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