Characteristics of the dominant epistemological model of proportionality in secondary educationtextbooks

Abstract

This article aims to describe the characteristics of the dominant epistemological model of proportionality present in Secondary Mathematics textbooks. We develop a qualitative research with a bibliographicalapproach using aspects of the Anthropological Theory of Didactics (TAD), for this reason we consider epistemological models built around proportionality in order to describe the mathematical organization (MO) to be taught. We review how proportionality ispresented in the curricular documents in the five secondary school grades. We then describe the OM in the official texts given to students. We make this description through the components of a MO. The analysis shows 6 types of tasks, 11 tasks, 17 techniques and 8 technological discourses. The dominant models are the discursive model and the proportional model, which as a whole is called the classical organization of proportionality. Likewise, in terms of ostensive objects, a notable presence of proportionality tables is evident.