Research On The Support Of Data Analysis Literacy In Current Senior Middle School Mathematics Textbooks

With the advent of the era of big data,the literacy of data analysis has become more important for everyone.It is the inescapable responsibility of mathematics teaching in middle school to cultivate students' data analysis literacy.High school mathematics textbooks are the most important curriculum resources for teachers' teaching and students' learning,and they serve as a bridge between teachers and students.Although textbooks play an important role in implementing teaching goals and cultivating students' core literacy in mathematics,there is relatively rare research on the degree of support for data analysis literacy in current textbooks.So in this article,we mainly study the current level of support for data analysis literacy in the textbooks of senior high school,and how high school mathematics teachers should use the textbook to implement data analysis literacy.In this paper,we mainly use literature analysis methods and survey methods for research.First of all,we look up the literature to understand the current measures to implement data analysis literacy for high school students,and understand the role of textbooks in implementing data analysis literacy.Then,the data analysis literacy is divided into four aspects and four levels according to the curriculum standards,and the textbook is divided into five parts such as knowledge presentation.Next,a questionnaire is compiled to find out which level the textbook can achieve in each part,then we conduct an investigation on the compulsory textbooks of the A-edition of the People's Education Press.Finally,we calculate the percentage of each level in each aspect,and determine the specific degree of support for data analysis literacy based on the percentage.After investigation,it's found that each chapter in the textbook has different levels of support for data analysis literacy.The chapters in the first volume of the compulsory textbook support the implementation of data analysis literacy slightly.The ninth and tenth chapters of the second volume of the compulsory textbooksupport the four aspects of data analysis literacy,and the degree of support is relatively high.From the perspective of the various parts of the textbook,the sample questions and after-school exercises provide good support for the situation and problems,thinking and expression of data analysis literacy in the first volume of the compulsory textbook,but the support level is slightly lower.In the second volume of the compulsory textbook,the knowledge presentation,proposition derivation,and student activity arrangements in chapters 9 and 10 provide good support for the first level of all aspects and the second level of knowledge and skills.The sample questions provide better support for the second level of knowledge and skills,communication and reflection.The after-school exercises support the second level of various aspects,and the third level of situations and problems,thinking and expression.After analysis,it is found that the chapters of current high school mathematics textbooks support data analysis literacy quite differently.The "Probability and Statistics" module has a relatively high degree of support,while other chapters have a weaker degree of support.In addition,different parts of each chapter have different support for all aspects of data analysis literacy.In general,the knowledge presentation has weaker support for all aspects of data analysis literacy.The proposition derivation and the student activity arrangements provide good support for the first level in all aspects.The sample questions provide good support for the first level of thinking and expression,as well as the second level of knowledge and skills,communication and reflection.But the support for the situation and the problem of this part is weak.The design of after-school exercises has good support for level one and level two in all aspects,but it has relatively weak support for level three in knowledge and skills,communication and reflection.Finally,suggestions are made on how teachers can use current textbooks to implement data analysis literacy based on the results of analysis.(1)Attachimportance to the teaching of probability and statistics modules,and give full play to the cultivation value of superior content.(2)Make full use of mathematical modeling activities and go through the process of data analysis.(3)Mine the support points of the knowledge presentation for data analysis literacy.(4)Improve the level of support for data analysis in the proposition deduction and the student activity.(5)Develop thinking of probability and statistics with the help of examples.(6)Give full play to the expansion and improvement functions of after-class exercises.According to the above basic requirements,specific teaching suggestions for teachers to use current textbooks to implement data analysis literacy of high school students are put forward.