Research On Problems And Statistics Of The Teaching Of Primary Mathematics And Statistics

With the development of information society, we rely on information from the outside world more than ever before and making decisions. Network, the news media and a variety of data affect people’s lives, Institute of Statistics students necessary for the life. Mathematics curriculum reform in2001for the first time the statistical content throughout the primary school mathematics curriculum content has always been this change for classroom teachers is also a new set of challenges, the implementation of the teachers teaching statistics directly related to the overall development of students and curriculum reform.In this study, the use of document analysis, interviews and lessons learned. Analysis of the problems in the Primary Mathematics and Statistics Teaching through literature review, classroom observation, and the resulting confusion and problems designed interview outline, has conducted interviews with more than20teachers, combined with their own primary school mathematics teaching experience, Analysis of teachers’ behavior behind the reason and then propose solutions strategy.The study found that the positioning deviation of classroom teaching is still teaching objectives, teaching activities designed to split the organization of teaching activities superficial, blind evaluation of teaching activities and other issues. The main reasons are:teachers due to lack of statistical knowledge and training of the poor statistics textbook interpretation ability and awareness of the value is not enough; few hours the proportion of the textbook in statistics, presentation of weak guidance, providing a resource rich enough; statistical content in the test scores less, a single form of assessment standards lack. Finally, improved strategies for the problems and their causes:First, professional upgrading strategy, which enables teachers to understand the intrinsic value of statistical knowledge; structured teaching strategies, so that the teachers’ overall sense of instructional design; inquiry learning strategies, the introduction of the PBL model, emphasizing the problems real and process witnessed in the importance of statistical activities; diversification evaluation strategies, and to propose specific measures and methods from two perspectives of classroom teaching and papers prepared.