¿Qué significa enseñar y aprender probabilidad? Un primer análisis desde el currículo de Educación Primaria.

This work analyses the level of cognitive challenge on probability tasks proposed by Chilean Primary Education programs. Such programs establish a reference to follow when deciding how to organize, sequence and develop the teaching and learning process, especially about contents which have been recently incorporated into the school curriculum. Results show a low level of cognitive challenge tasks predominance; which lessen the study of probability to the use algorithms and formulas. Thus, it is necessary to emphasize aspects which foster the development of an understanding of probability which allows students to use, interpret and communicate ideas and information to solve real problems where uncertainty is present. [ABSTRACT FROM AUTHOR]