• 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.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.425-444
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• 2019

Comparing to the U.S. mathematics textbooks, this study examines the opportunity to learn statistical processes represented in mathematics textbooks reflecting 2015 revised curriculum. Analyzing four different kinds of Korean middle school mathematics textbooks and two kinds of corresponding U.S. textbooks for seventh graders, we found that the tasks dealing with all the phases of statistical processes were found only in the U.S. textbooks while not even one task in such a case was not observed in the Korean textbooks. To make matters worse, the proportion of the tasks dealing with only one phase of statistical processes was 93.3% of all the tasks in Korean textbooks. In terms of types of tasks, the types of tasks were very homogeneous in Korean textbooks, usually Types FPR or PR while more various types of tasks were found in the U.S. textbooks such as Types FRI, PRI, FR, or RI. In views of features of each phase in statistical processes, Korean textbooks heavily focused only on some particular statistical behaviors such as 'formulating a problem', 'collecting data', 'transforming data', and 'analyzing a part of data.' The findings of this study provide meaningful implications for improving statistics education and developing mathematics textbooks to enhance students' statistical thinking and problem-solving ability.

• The Mathematical Education
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• v.60 no.3
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• pp.363-386
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• 2021

To learn statistics meaningfully, we must provide an opportunity to experience the process of solving statistical problems with actual data. In particular, exploration questions at the problem setting stage are important for students to successfully guide them from the beginning to the conclusion of the statistical problem solving process. Therefore, in this study, a mixed research method was carried out for the exploration questions of pre-service mathematics teachers during the problem setting stage. As a result, some pre-service mathematics teachers categorized incorrect statistical questions because they did not clearly define the meaning or variables of the questions in the process of categorizing them from possible questions. In addition, questions that cannot be solved statistically were categorized due to misconceptions about statistical knowledge. Second, only 50% of the pre-service mathematics teachers met all 6 conditions suitable for solving statistical problems, while there maining they met only a few conditions. Therefore, the conclusion of this study is as follows. First of all, they should be given the opportunity to experience all the statistical problem solving processes through teacher education because they do not have enough experience in statistical problem solving. Secondly, since the problem setting stage is very important in the statistical problem solving process, a series of subdivided processes are also required in the problem setting stage.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.55-69
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• 2016

The purpose of this study is to investigate statistical units of elementary school mathematics textbooks upon on the statistical problem solving process to provide useful information for qualitative improvement of developing curriculum and teaching materials. This study analyzed the statistical units from the textbooks of 1st to 6th year along the 2009 revised national curriculum. The analysis frame is based on the 4 phases of the statistical problem solving process: formulate questions, plan and collect data, present and analyze data and interpret data.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.221-240
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• 2018

In this study, we focus on the classifying and representing data in the elementary mathematics curriculum for 1st and 2nd grades which have been rarely addressed in the previous studies. We analyze the significance of classifying and representing sata in terms of statistical problem solving and variability as the core of statistical literacy. As a result, the classifying and representing data are important for students to recognize the variability which is ubiquitous in the data and to construct distribution of data, respectively. They are reflected in the 2015 revised mathematics curriculum as the statistical literacy for addressing data. We suggest some implications to teach the classifying and representing data as the practice of statistical literacy education in their statistics classes for 1st and 2nd grades.

• School Mathematics
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• v.19 no.4
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• pp.731-749
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• 2017

The purpose of this study is to find out whether the current mathematics textbooks are structured so as to cultivate students' statistical literacy. To do this, we analyzed the problems of the statistics units of 9 kinds of middle school 3rd grade mathematics textbook according to 2009 revised mathematics curriculum based on four types of context and statistical problem solving process. As a result of the analysis, among the four types of context, the problems that correspond to the type of personal context was the highest in 67% and among statistical problem solving process, the data analysis process was the highest in 72.85%. According to the results of this study, it is necessary to include the problems that can recognize the necessity of statistics through the use of various contexts and that can develop the statistical literacy through the activities that from the process of collecting data to guessing reasonable conclusions from the presented data.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.205-221
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• 2019

The study aimed at investigating preservice elementary school teachers' statistical reasoning when they posed survey questions as they engaged in statistical problem solving, and analyzing how their statistical reasoning affect the subsequent stages. 24 groups of sophomore students(80 students) from two education universities conducted statistical problem solving and completed statistical report, and 22 of them were analyzed. As a result, 9 statistical reasoning were shown when preservice teachers posed survey questions. Among them, question clarification oriented reasoning and variability based reasoning were not exclusively focused upon in the previous research. In order to investigate how statistical reasoning in posing survey questions affected subsequent stages, we examined difficulties and issues that preservice teachers had when they engaged in analyses and conclusion stage described in their report. Consequently, preservice teachers' difficulties were related to population relevant reasoning, category level reasoning, standardization reasoning, alignment to question reasoning, and question clarification oriented reasoning. While previous studies did not focus on question posing stage, this study claimed the necessity of emphasizing various statistical reasoning in question posing and importance of teaching and learning method of appropriate statistical reasoning in question posing.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.535-558
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• 2022

In the current society, where statistical literacy is recognized as an important ability, statistical education utilizing the statistical problem solving, a series of processes for performing statistics, is required. The result interpretation stage is especially important because many forms of statistics we encounter in our daily lives are the information from the analysis results. In this study, data on private education were provided to pre-service mathematics teachers, and a project was carried out in which they could experience a statistical problem solving process using the population mean estimation. Therefore, this study analyzed the characteristics shown by pre-service mathematics teachers during the result interpretation stage. First, many pre-service mathematics teachers interpreted results based on the data, but the inference was found to be a level of 2 which is not reasonable. Second, pre-service mathematics teachers in this study made various kinds of decisions related to public education, such as improving classes and after-school classes. In addition, the pre-service mathematics teachers in this study seem to have made decisions based on statistical analysis results, but they made general decisions that teachers could make, rather than specifically. Third, the pre-service mathematics teachers of this study were reflective about the question formulation stage, organizing & reducing data stage, and the result interpretation stage, but no one was reflective about the result interpretation stage.

• 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.

• 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.