En matemáticas trabajamos con proposiciones. El término proposición es tomado de la lógica y suele ser definido como un enunciado que puede ser calificado de verdadero o falso. Se considera la proposición como un enunciado y este último como una frase u oración. Según lo anterior, por ejemplo, la expresión 3 < 7, que es claramente una proposición verdadera del campo matemático, no lo sería si atendemos a lo dicho líneas arriba. En el presente artículo se hace una revisión de las definiciones de lógica, proposición y enunciado tomadas en una muestra de textos de secundaria y universitarios que tratan el tema y, a partir de ello, se analiza la coherencia de las definiciones de proposición y enunciado, así como su pertinencia en relación con las matemáticas.

Two of the main indices used when doing a psychometric analysis of a performance test are the index of difficulty and the index of discrimination. These indices become indicators of the quality of a test as long as they are within acceptable ranges. This has two consequences, first the determination of the formula for the calculation of the indices, and secondly, the interpretation of them according to certain standards. This work shows the way how these indices are determined and related, as well as the way in which the discrimination rule influences the valuation of the test. Recommendations are also proposed for the use of both indices based on the analysis performed.

In mathematics we work with propositions. The term proposition is taken from logic and is usually defined as a statement that can be qualified as true or false. A proposition is considered as a formulation, and this is a phrase or sentence. According to the above, for example, the expression 3 < 7, which is clearly a true statement from the field of mathematics, would not be such according to what was expressed above. This article reviews the definitions of logic, proposition and statement taken in a sample of high school and college texts that deal with the subject and, on that basis, the consistency of the definitions of proposition and statement are analyzed, as well as their relevance in relation to mathematics.

Two of the main indices used when doing a psychometric analysis of a performance test are the index of difficulty and the index of discrimination. These indices become indicators of the quality of a test as long as they are within acceptable ranges. This has two consequences, first the determination of the formula for the calculation of the indices, and secondly, the interpretation of them according to certain standards. This work shows the way how these indices are determined and related, as well as the way in which the discrimination rule influences the valuation of the test. Recommendations are also proposed for the use of both indices based on the analysis performed.

In mathematics we work with propositions. The term proposition is taken from logic and is usually defined as a statement that can be qualified as true or false. A proposition is considered as a formulation, and this is a phrase or sentence. According to the above, for example, the expression 3 < 7, which is clearly a true statement from the field of mathematics, would not be such according to what was expressed above. This article reviews the definitions of logic, proposition and statement taken in a sample of high school and college texts that deal with the subject and, on that basis, the consistency of the definitions of proposition and statement are analyzed, as well as their relevance in relation to mathematics.

Two of the main indices used when doing a psychometric analysis of a performance test are the index of difficulty and the index of discrimination. These indices become indicators of the quality of a test as long as they are within acceptable ranges. This has two consequences, first the determination of the formula for the calculation of the indices, and secondly, the interpretation of them according to certain standards. This work shows the way how these indices are determined and related, as well as the way in which the discrimination rule influences the valuation of the test. Recommendations are also proposed for the use of both indices based on the analysis performed.