<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000200027</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i23.717</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los datos y el azar en el currículo de educación básica y bachillerato en México: reflexiones desde la perspectiva internacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Data and randomness in the basic education and high school curricula in Mexico: insights from an international perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inzunza Cazares]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha Ruiz]]></surname>
<given-names><![CDATA[Eneyda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000200027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000200027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000200027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el presente trabajo analizamos contenidos, aprendizajes esperados y orientaciones didácticas del currículo de estadística y probabilidad en la educación básica y bachillerato en México, con el propósito de reflexionar y relacionar con algunos currículos y recomendaciones de organismos que promueven la educación estadística a nivel internacional. Analizamos también las ideas fundamentales de la estadística y su presencia en el currículo mexicano. Los resultados muestran que el estudio de los datos y el azar está presente desde preescolar hasta bachillerato. La metodología de enseñanza en educación básica otorga importancia a contextos reales y al planteamiento de preguntas estadísticas para responder con los datos, pero en bachillerato se hace mayor énfasis en el cálculo estadístico. La tecnología para análisis de datos y simulación está prácticamente ausente en el currículo de todos los niveles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes contents, expected learning and didactic orientations of the curricula for statistics and probability in Mexico&#8217;s elementary and high school education, with the aim of reflecting on and establishing relationships with some curricula and recommendations of international organizations that promote education on statistics. We also analyze the fundamental ideas of statistics and their presence in the Mexican curriculum. The results show that statistics and probability are present from preschool to high school. The methodology of teaching in basic education gives importance to real contexts and to asking statistical questions to be answered using the data, but in high school there is a greater emphasis on statistical procedures. The technology for data analysis and simulation is practically absent in the curriculum of all levels.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[educación media superior]]></kwd>
<kwd lng="es"><![CDATA[estadística]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[currículo de matemáticas]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[high school education]]></kwd>
<kwd lng="en"><![CDATA[statistics]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[mathematics curriculum]]></kwd>
</kwd-group>
</article-meta>
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