Investigation And Research On Data Analysis Literacy Of High School Students

With the coming of "big data" era,statistical literacy has become an important capability for future citizens.To reflect this need,statistical courses for improving students' statistical literacy are becoming a part of mathematics-curricula in many countries,and evaluating students' cognitive development of statistical literacy has also become one of the hotsopts in recent years.Considering that the statistical contents and requirements of the general high school stage have been adjusted in Standard for general high school education of mathematics curriculum(2011),and there is not sufficient research made on the statistical literacy of high school students in the literature.Our research focuses on the investigation of high school students'statistical literacy,explores the current status,relevant factors,and development strategies of student statistical literacy,specifically,the research includes the following three questions:Question 1:What is the current situation of the development level of second grade students' statistical literacy?Question 2:What are the relevant factors of development of second grade students' statistical literacy?Question 3:What are the development strategies for improving statistical literacy in Grade 2 students?Through researching on the connotation of statistical literacy in literature,our research selects 3 dimensions(including "acquisition of date","processing date" and"interpretation of date")of statistical literacy to explore the development of students'statistical literacy.Based on a questionnaire survey of 164 students of Grades 2 in Jiangsu Provinces,a quantitative study of students' data literacy was conducted to analyze the status of high school students' data literacy.At the same time,according to the questionnaire data,the correlative analysis of the factors affecting the accomplishment of high school students' data literacy was carried out.According to the analysis results,the strategy of developing high school students' data analysis and literacy was proposed.The study draws the following conclusions:(1)According to the sample results of this study,most students scored at a higher level in the "acquisition of data" dimension,scored at a level of "processing data",and scored at a lower level in the "interpretation data" dimension.(2)Most students can get the desired information from the charts,but there are still some problems in interpreting the data.In other words,the data was obtained,but how to characterize the data is not ideal.Regarding the overall status of data analysis and literacy,there is no significant difference between male and female students,but male students have higher horizontal variance and female students have more average levels.(3)There is a correlation between class level and student data analysis literacy.Elite students have higher levels of data analysis and literacy than other classes.(4)Data analysis Literacy has a significant positive correlation with whether students have had statistical surveys and practical activities.In general,students who have participated in statistical surveys and practice activities have relatively high levels of data analysis and literacy.Students who have not participated in statistical surveys and practice activities have a medium or low level of data analysis and literacy.Based on the above conclusions,this study puts forward three recommendations for high school mathematics statistics teaching:(1)Pay attention to the teaching of statistical content;(2)Pay attention to the choice of statistical exercises;(3)Ways to improve statistical teaching.