In this work we first reinterpret, using the idea of (epistemological, cognitive and didactical) obstacle some biases, heuristics, fallacies and paradoxes that arise in assigning probabilities to random phenomena, and have been described in previous research. We then reflect on the way obstacles should be taken into account in the process of teaching and learning probability. Thirdly, we analyse some didactic units related to "Dealing with chance" in a sample of Compulsory Secondary Education Spanish's textbooks (12 to 16 year-old students) to show some possible obstacles that might be induced by the presentation of this knowledge in the books. The final aim is providing some criteria to elaborate new textbooks that take into account research on probability education. Note: An extended summary in English is provided at the beginning of this paper, which is written in Spanish.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education