Research On The Status Of High School Statistics Concepts

Modern society, information society, a lot of information in the form of data transmissionand exchange, data processing to become an integral part of the mathematics education willcontribute to better development of human society. In recent decades, many countries will beintroduced with the exchange of information, closely related to the mathematical applicationof the statistical content of the curriculum of primary and secondary mathematics curriculumreform in the United States, Britain, Australia and other countries are concerned aboutstudents’ learning of statistical knowledge. The mathematics curriculum standards in Chinaalso made it clear to students of statistical concepts, and how the special nature of statisticsteaching students what mathematical concepts and how to cultivate, this is worth ponderingin-depth study.Research in statistics education in the past too much emphasis on the concept ofstatistical error, often out of specific situations, to the intellectual content of the level ofstudent understanding of the concept of the core inspection. In this study, high school studentsthe statistical concept of status as a major subject, the experimental study. The main problemof the study are: the concept of the statistical situation of high school students and high schoolstudents learned and did not learn mathematics compulsory statistical content statisticalconcepts is whether there are differences, to participate in the survey the impact of practice onthe high school students to statistical concepts. More specifically, the study divided into threeareas: first, high school students what kind of statistical concepts. Second, the learned and thestatistics of high school students have not learned the appropriate statistical content of theconcept of difference. Third, differences in statistical concepts to participate in the surveyactivities and high school students did not participate in the survey.Through the literature and research on teaching statistics and statistical concepts,statistical conceptual framework to evaluate the students’ statistical concepts from the threeangles of the basic statistical knowledge and statistical ability and statistical random thinking.As the main research framework, and experimental design and the questionnaire prepared.The basic conclusions of this study are as follows:1. In this study, the definition of "statistical concepts": the ability to use the basicknowledge of the statistics, the face of real life statistics to make a reasonable judgment andinterpretation to understand the nature of the statistics, with statistical random thoughts, andas a statistical decision-making basis. The three elements of the framework of statisticalconcepts: basic statistical knowledge and statistical ability and statistical random thinking. 2. The test results of the questionnaire: basic knowledge of statistics, statistical abilityand statistical random thinking three elements, the students better grasp of basic statisticsknowledge, the students ’awareness is relatively weak in the face of the actual statisticalproblems, students’ statistical random thinking level needs to be improved.3. The test results of the questionnaire show that: never learned related to the statisticalcontent of the experimental group with the control group on three elements of the basicstatistical knowledge and statistical ability and statistical random thinking there are significantdifference in the average score and the scoring rate than the control group. Studies haveshown that students learn the relevant statistical content, with a certain statisticalunderstanding of statistical knowledge and statistical methods is an important factor tocultivate statistical concepts.4. Test results of the questionnaire showed that: the experimental group to participate inthe survey practice, these three elements of the statistical ability and statistical randomthinking with the control group there were significant differences, the average score and thescoring rate higher, but in the elements of the basic knowledge of statistics, the two sets of testresults no significant differences. Studies have shown that the survey practice oractivity-based statistics teaching can effectively develop students’ statistical concepts.Based on the conclusions of this study, the end of this article a number of specificrecommendations related to curriculum development and curriculum implementers.