• The Korean Journal of Applied Statistics
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• v.18 no.1
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• pp.229-249
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• 2005

In Korea, mathematics education of 1-10 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and Statistics has been carried out as a part of this curriculum. We analyze 1-10 grade mathematics textbooks and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.1-30
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• 2020

This study was carried out in order to identify the error types of statistical graphs for statistical literacy education. We analyze the meaning of using graphs in statistical problem solving, and identify categories, frequencies, and contexts as the components of statistical graphs. Error types of representing categories and frequencies make statistics consumers see incorrect distributions of data by subjective point of view of statistics producers and visual illusion. Error types of providing contexts hinder the interpretation of statistical information by concealing or twisting the contexts of data. Moreover, the findings show that tasks provide standardized frame already for drawing graphs in order to avoid errors and pay attention to the process of drawing the graph rather than statistical literacy for analyzing data. We suggest some implications about statistical literacy education, ethical problems, and knowledge for teaching to be considered when teaching the statistical graph in elementary mathematics classes.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.107-115
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• 2005

통계 학습에서 자바 애플릿의 활용은 통계간을 직관적으로 이해할 수 있어 학습의 효과를 높일 수 있다. 통계 영역의 그래프를 공부하는데 통계값의 의미를 눈으로 보면서 이해하고 직접 조작하며 학습을 하면 보다 능률적일 것이다. 이에 본 연구에서는 통계 영역의 교육과정을 분석하여 그래프 객체를 정의하고, 객체의 속성과 메소드를 분석하여 클래스를 구성한 후 클래스 사이의 관계를 파악하여 클래스 계층구조를 설계하였다.

• Journal of the Korean Data and Information Science Society
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• v.25 no.4
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• pp.869-880
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• 2014

This study aims at presenting the educational model for the effective application of probability and statistics to the H/W curriculum. In order to do this, this paper conducts a survey with H/W major college students, and then analyzes how probability and statistics can be correlated with other H/W core subjects and how the knowledge of probability and statistics can affect the understanding of H/W majors through the actual class experiment. Consequently this study suggests probability and statistics as a prerequisite subject in the H/W curriculum.

• Proceedings of the Korean Statistical Society Conference
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• 2005.11a
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• pp.19-24
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• 2005

반응표면분석에 대한 교육은 실험계획법의 한 단원으로서 가르치는 데 실습시 통계 패키지를 사용한다. 이 때 수학패키지를 병행하여 사용하면 학습효과를 증진시킬 수 있다.

• Journal of the Korean Data and Information Science Society
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• v.22 no.4
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• pp.643-650
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• 2011

Recently the needs for education on Statistics is growing bigger, but a mathematics-oriented education makes college students loose interest in Statistics. On the hypothesis that motivating interest is the key factor for learning, we need to develop an education tool for Statistics that makes learners to study independently but throughly. By using Excel Macro, we develop and introduce add-in program, called PETS, which supplies not only results but also process to get them.

• Proceedings of the Korean Statistical Society Conference
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• 2002.11a
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• pp.239-241
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• 2002

정보통신 기술의 발달로 인해 협동학습 영역에 대한 연구가 각 전공영역에서 활발히 진행되고 있다. 통계학 교육에서도 협동학습은 새로운 교육방법은 아니며, 협동학습을 통해 교육의 효과를 높이는 몇몇 연구가 수행되었다. 그러나 대부분의 연구들이 근래의 발달된 정보통신 기술들을 적절히 활용하지 못하고, 과거의 방식에만 얽매여있는 것이 현실이다. 본 연구에서는 정보통신 기술을 적절히 활용한 협동학습 지원시스템을 설계하고 구현 사례를 제시한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.439-442
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• 2010

교육행정정보시스템에서 제공하는 통계자료는 광범위한 데이터를 기반으로 학교행정 지원 및 교육 정책 수립의 기초가 되는 자료로 중요한 역할을 하지만, 고도화된 설계 과정 없이 행정정보처리 수준에서 제공되는 경우가 많아 일선업무에 적극적으로 활용되지 못하고 있다. 본 연구에서는 교육행정정보시스템 내에서 제공되는 각종 통계자료에 대한 현황 분석과 함께 활용 방안에 대한 요구분석을 진행하였으며, 이를 기반으로 통계자료의 효과적인 활용을 위한 제도적, 정책적 측면의 개선 방안을 도출하였다. 연구의 결과가 교육행정정보시스템에서 처리되는 데이터에 대한 전반적인 만족도 및 개선방안 수립에 도움이 될 것으로 기대한다.

• 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.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.501-520
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• 2019

This study compared and analyzed Korean, American, Singaporean, and Japanese middle school mathematics curriculum standards and the learning contents in statistics. Through a comparative analysis of the curriculums of these four countries, I found several overall features and differences between the curriculums. First, all four countries emphasized statistical education in a real-life context. Second, all four countries emphasized the use of technological tools. Third, there is a middle school grade in which only Korea does not deal with statistical domains. Fourth, the statistical areas of the United States, Singapore, and Japan focused on identifying trends or variability in data distribution. Fifth, I have found some contents that only Korea does not deal with. Based on this, the following recommendations were developed for the development of the next curriculum and new textbooks in Korea. First, the statistics curriculum should be changed from one that focuses on understanding statistical concepts to one that focuses on statistical activity that utilizes these concepts. Second, in terms of middle school statistical curriculum contents, the addition of interquartile range (IQR) and box plots as learning contents should be considered. IQR and box plots are simple and practical techniques for the comparison of multiple sets of data that can be easily learned and drawn by middle school level students and applied to real-life-related statistical data to expand statistical literacy. Through this study, it is suggested that IQR and box plots need to be included in the statistical curriculum of middle schools in Korea.