Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal on Mathematics Education
Gea, Maria Magdalena
Unknown Affiliation
Education Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Relating students’ proportional reasoning level and their understanding of fair games Gea, María Magdalena; Hernández-Solís, Luis Armando; Batanero, Carmen; Álvarez-Arroyo, Rocío
Journal on Mathematics Education Vol. 14 No. 4 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i4.pp663-682

Abstract

This paper analyzes the relationship between proportional reasoning and understanding fair games in Costa Rican students. We conducted a quantitative and qualitative analysis of the answers to six items on comparing ratios of increasing difficulty level and another item on prize estimation in a fair game. We describe the strategies employed and the semiotic conflicts detected in 292 Costa Rican students from Grades 6 to 10 (11-16-year-olds), comparing the findings with those established in previous research. The results show an increase in the level of proportional reasoning with the grade, although the age at which the higher levels are reached is lower than that assumed by Noelting. The percentage of students applying correct strategies in the fair game problem also increases with grade, and a relationship between the understanding of fair game and the level of proportional reasoning is observed.
Variables characterizing probability problems in Spanish secondary education textbooks Gea, Maria Magdalena; Elgueda-Ibarra, Macarena; Batanero, Carmen
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp319-342

Abstract

Despite the importance of problem solving in learning probability, research on the characteristics of probability problems in Spanish textbooks remains limited. This study aimed to examine probability problems in compulsory secondary education textbooks published under recent curricular regulations. Using content analysis, we reviewed two complete textbook series comprising 1,435 problems, focusing on problem fields, meanings of probability, types of sample spaces, contexts, and modes of information presentation. Reliability was ensured by applying and systematically refining categories used in previous studies, as well as by computing the intercoder reliability coefficient. The analysis revealed a strong emphasis on the classical meaning of probability, the use of contexts based on random devices, the predominance of calculation‑oriented problems involving simple or compound experiments, the main use of finite sample spaces, and the provision of information verbally. In addition, exercises prevail over illustrative examples, which are almost always proposed merely to apply the theory. We recommend improving probability problems in Spanish secondary education textbooks by balancing the meanings of probability, diversifying contexts, integrating more experimentation, and increasing the variety of sample spaces and linguistic formats used to present information.
Co-Authors Álvarez-Arroyo, Rocío Batanero, Carmen Elgueda-Ibarra, Macarena Hernández-Solís, Luis Armando