Abstract

In this article, we present a comparative study of statistic graphs included in Spanish and Chilean primary education textbooks. For each country, we analyzed the curricular guidelines and also their implementation in 18 textbooks, the type of activity presented, the graphs involved, the demanded reading level, and the semiotic complexity were analyzed for the textbooks of both countries. The textbooks are in general suited to the curricular guidelines, even though they differ in the quantity of activities. The main activity present in Spanish textbooks is reading graphs, while calculating is predominant in the Chilean ones. Among the similarities we found a predominance of bar graphs, an elementary reading level, and the representation of a distribution in the graphs.

Keywords:
Statistical graphs; Textbooks; Primary education