<?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>S2448-80892022000300097</article-id>
<article-id pub-id-type="doi">10.24844/em3403.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis ontosemiótico de los contenidos de probabilidad en los documentos curriculares de Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Ontosemiotic analysis of Peruvian curriculum documents about probability]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cotrado]]></surname>
<given-names><![CDATA[Bethzabe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán-Pellicer]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Altiplano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>3</numero>
<fpage>97</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000300097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000300097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000300097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este trabajo es analizar los significados de la probabilidad y cómo se articulan en las directrices curriculares de Perú al comienzo de la educación secundaria (estudiantes de 12 y 13 años). Para esto, se examinan el programa curricular en probabilidad del ciclo VI de educación secundaria y los materiales didácticos asociados, empleando las nociones de configuración epistémica y didáctica del Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemáticos. Los resultados muestran un énfasis en el significado clásico de la probabilidad en detrimento de los significados intuitivo y frecuencial, lo que conlleva que todas las situaciones-problemas propuestas en el material curricular se resuelvan con la aplicación de la regla de Laplace y que todos los sucesos elementales se consideren equiprobables. En dicho contexto, identificamos diferentes conflictos semióticos potenciales relacionados con los conceptos-definiciones, procedimientos, lenguajes y argumentos que deben ser tomados en cuenta por los profesores que recurren al material curricular. De esta manera, deberían planificarse programas de desarrollo profesional que permitan explotar las posibilidades de los materiales curriculares y cubrir los aspectos mencionados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this work is to analyze the meanings of probability and how they are articulated in the Peru curricular guidelines at the beginning of secondary education (12- and 13-year-old students). The curricular program and didactic materials in probability are examined by applying the notions of epistemic and didactic configuration from the Ontosemiotic Approach to mathematical knowledge and instruction. The results show an emphasis on the classical meaning of probability to the detriment of the intuitive and frequency meanings. This predominance of the classical meaning implies that all the situations-problems proposed in the curricular material are solved with the application of Laplace&#8217;s rule and that all the elementary events are equally likely. In this context, we identify different potential semiotic conflicts related to concepts-definitions, procedures, languages, and arguments that must be considered by teachers when using the curricular material. In this way, professional development programs should be planned to make it possible to exploit the possibilities of the curricular materials and cover the aforementioned aspects.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis didáctico]]></kwd>
<kwd lng="es"><![CDATA[configuración epistémica]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[probabilidad]]></kwd>
<kwd lng="es"><![CDATA[ontosemiótico.]]></kwd>
<kwd lng="en"><![CDATA[didactic analysis]]></kwd>
<kwd lng="en"><![CDATA[epistemic configuration]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[probability]]></kwd>
<kwd lng="en"><![CDATA[ontosemiotic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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