• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.147-176
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• 2005

This study intends to examine the characteristics of mathematical literacy on Korean Students in PISA 2003(Programme for International Student Assessment 2003). We study the mean performance, the distribution of student performance, the student performance in terms of mathematics contents and process and situation and item format, the differences in mean scores between PISA 2000 and PISA 2003, and the gender differences in student performance. In addition to, we study students' engagement with mathematics, students' beliefs about themselves, students' anxiety in mathematics, and students' teaming strategies. Finally, we discuss the reasons of the characteristics of mathematical literacy on Korean students in PISA 2003, and suggest the implications for mathematics educators and educational policy-makers.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.527-542
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• 2016

In the mathematics curriculum that was revised in 2009, statistical literacy is explicitly addressed as a goal and specific objectives are included. However, statistical literacy has not been addressed in the studies on KSAT. This study aimed to draw implications on how to improve KSAT in a sense that statistical literacy could be evaluated instead of testing typical facts or skills by comparing KSAT with SAT. We used mathematical problem solving process and category of context of PISA framework (OECD, 2013) to administer the comparison of KSAT and SAT. Result shows that both KSAT and SAT use various context, but items in KSAT is limited in assessing critical understanding. We suggested several ways to develop context-based items for KSAT in which statistical literacy could be assessed.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.349-368
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• 2023

The revised 2022 educational curriculum highlighted the significance of mathematical literacy as a foundational competency that can be cultivated through the learning of various subjects, along with language proficiency and digital literacy. However, due to the lack of a precise definition for mathematical literacy, there exists a challenge in systematically implementing it across all subjects in the educational curriculum. The aim of this study is to clarify the definition of mathematical literacy in the curriculum through a literature review and to analyze the application patterns of mathematical literacy in other subjects so that mathematical literacy can be systematically applied as a basic literacy in Korea's curriculum. To achieve this, the study first clarifies and categorizes the meaning of mathematical literacy through a comparative analysis of terms such as numeracy and mathematical competence via a literature review. Subsequently, the study compares the categories of mathematical literacy identified in both domestic and international educational curricula and analyzes the application of mathematical literacy in the education curriculum of New South Wales (NSW), Australia, where mathematical literacy is reflected in the achievement standards across various subjects. It is expected that understanding each property by subdividing the meaning of mathematical literacy and examining the application modality to the curriculum will help construct a curriculum that reflects mathematical literacy in subjects other than mathematics.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.121-137
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• 2012

Recently Statistical literacy, reasoning, and thinking become a educational issue. Especially the important of Statistical literacy in purpose of statistics education has be discussed and come to the fore. So we research about Statistical literacy mainly with advanced researches. We consider about the definition and components of Statistical literacy which is discussed in the meantime. And we look into the purpose of statistics education in the school mathematics curriculum and discuss about the implications for the statistics education from the Statistical literacy.

• Journal of the Korean School Mathematics Society
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• v.24 no.2
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• pp.191-216
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• 2021

This study analyzes how statistical literacy is implemented along with the statistical problem-solving process as described in the Statistical Estimation Unit of the textbook by the 2015 revised mathematics curriculum. The analytical framework was developed from the literature, and consists of 'context', 'variability', 'mathematical and statistical knowledge', 'using of technological instruments', 'critical attitude', and 'communication'. From the perspective of the statistical problem-solving process, the analysis revealed that many tasks equivalent to 'Analyzing Data' but lacked tasks related to 'Interpreting Results' and 'Formulating Questions'. As a result of analyzing the reflection of each element of statistical literacy, 'mathematical and statistical knowledge' was the most common task, but 'critical attitude' and 'using of technological instruments' were rarely dealt with. Based on the results of this textbook analysis, it was intended to provide implications for improving the curriculum and the development of textbooks for the growth of statistical literacy.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.163-186
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• 2017

The purpose of this paper is to propose the policy change of teachers education in Korea with an analysis of America statistical literacy education. we found the difference of statistical literacy education between Korea and America with each nation's social and educational environment. We can get the need of new change for statistic teacher's education in Korea. We think of Mathematics teachers should know about the difference between statistics and mathematics at school mathematics. And they should know the new change thinking about teaching method and process assesment methods. Second, Teachers should focused on teaching of problem solving and statistical thinking ability based on data analysis than the teaching of probability and mathematical theory.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• School Mathematics
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• v.19 no.3
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• pp.443-459
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• 2017

The alternative perspective on statistical literacy which considers statistical literacy as an all-encompassing goal of statistics education has been emphasized these days. From this perspective and the diversity of statistical literacy, the key issues related to each step of statistical problem solving can be regarded as components of statistical literacy. This study aims at investigating the key issues and pre-service elementary school teachers' knowledge of them. Based on previous literatures, a framework that indicated the issues related to each step of statistical problem solving was developed. In addition, based on 26 pre-service elementary school teachers' critical analysis of statistics posters, their understanding of each issue was investigated.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.397-413
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• 2018

The purpose of this study is to analyze the level of statistical literacy among fifth and sixth graders in the data presentation task based on the speculative data generation process. For the research, the data presentation tasks based on the speculative data generation process was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. It is meaningful that the stepwise presentation of the students' statistical literacy and analysis of their developmental patterns can help them to find their current position and reach a higher level of performance. In this study, the standard of statistical literacy level was clarified based on the previous research, and a new perspective was presented about the data presentation instruction in the statistical education by analyzing the students' responses by each level.

• The Mathematical Education
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• v.41 no.3
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• pp.319-328
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• 2002

The PISA(Program for International Student Assessment), an international comparative study supervised by OECD, aims at producing reliable and internationally comparable indicators of students' literacy in reading, mathematics, and science. In mathematical literacy, Korean students ranked the 2nd out of the 32 participating countries in PISA. This result is very encouraging in the sense that the scores in the mathematical literacy are a forecasting indicator for the mathematical level of future citizens who are supposed to lead their countries in every field. However, Korean students showed the largest gender difference in mathematical literacy, indicating that male students achieved significantly higher scores than female counterparts. With the consideration that mathematics plays a key role in determining the overall achievement level and influences on the long-term career opportunities, it is necessary to pay more attention to the gender difference in mathematical literacy, and make an effort to reduce it to enhance the overall intelligence level of Korean human resources.