<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892022000200245</article-id>
<article-id pub-id-type="doi">10.24844/em3402.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La estadística y la probabilidad en los currículos de matemáticas de educación infantil y primaria de seis países representativos en el campo]]></article-title>
<article-title xml:lang="en"><![CDATA[Statistics and probability in early childhood and primary mathematics curricula in six countries representative of the field]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Villa María  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>245</fpage>
<lpage>274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000200245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000200245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000200245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este estudio se caracteriza, cómo algunas de las principales orientaciones curriculares a nivel internacional abordan la estadística y la probabilidad en Educación Infantil y Educación Primaria. Para ello, en primer lugar, se analiza la presencia explícita de la estadística y la probabilidad en las orientaciones curriculares; en segundo lugar, se examina el sentido que se otorga a su enseñanza y aprendizaje; y, por último, la presencia de las ideas estadísticas fundamentales. Los resultados muestran, en el caso de la Educación Infantil, una escasa presencia de los contenidos vinculados al estudio de la estadística y la probabilidad. Por su parte, en Educación Primaria, la presencia de este bloque de contenido es mayor. No obstante, es baja en comparación con otros ejes de contenido. Por otro lado, se observa la importancia otorgada al trabajo con datos en contexto y con significado para los estudiantes. Finalmente, se destaca la necesidad de abordar las ideas estadísticas fundamentales de manera progresiva, con distintos niveles de profundidad acordes a la edad del alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study characterises how some of the main international curriculum guidelines deal with statistics and probability in pre-primary and primary education. To do so, firstly, the explicit presence of statistics and probability in the curricular guidelines is analysed; secondly, the meaning given to their teaching and learning is examined; and finally, the presence of fundamental statistical ideas is examined. The results show, in the case of Pre-school Education, a scarce presence of contents linked to the study of statistics and probability. In Primary Education, on the other hand, the presence of this block of content is greater. However, it is low in comparison with other content areas. On the other hand, the importance given to working with data in context and with meaning for students is observed. Finally, the need to approach fundamental statistical ideas in a progressive way, with different levels of depth according to the age of the students, is highlighted.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[sentido estadístico]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la estadística]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la probabilidad]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="en"><![CDATA[statistical sense]]></kwd>
<kwd lng="en"><![CDATA[teaching of statistics]]></kwd>
<kwd lng="en"><![CDATA[teaching of probability]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
</kwd-group>
</article-meta>
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