Research On Influencing Factors Of High School Students' Data Analysis Literacy

In today’s basic education mathematics core literacy is closely watched by the educational community,and date analysis literacy is one of the six most important mathematical literacy,especially in senior high schools,where date analysis is particularly critical.Teachers do a lot of work in order to cultivate students’ Date Analysis Literacy.Therefore,this paper uses quantitative research to explore which behavioral factors of teachers influence the improvement of date analysis literacy of senior high school student.This research uses the methods of literature analysis,interview,test questions investigation,questionnaire investigation,structure equation modeling and interview.First of all,through the study of the new curriculum standard,clear new curriculum standards on date analysis literacy requirements.And according to the requirements of the new curriculum to prepare to test the level of date analysis literacy of student;and then through the analysis of literature,to see what suggestions are made by today’s educators to cultivate date analysis literacy;and then interview teachers,according to the above work,we sum up the relatively perfect work that the teachers have done to improve the date analysis literacy of the students,and then compile the teachers’ questionnaire based on it.The questionnaire is presented mainly in the form of degree questions.In the post-processing,scores are assigned according to the level of teacher’s choice,and the date of teacher’s behavior frequency are obtained.The date of student’s grates and teachers’ behavior frequency are inputted into SPSS for backup.Finally,the structural equation model is established with the independent variable of teachers’ teaching behavior and the dependent variable of students’ teaching behavior.Using AMOS to analyze the connections between them.It is found that teachers’ behavior has both positive and negative effects on students’ data analysis literacy,both direct and indirect effects.The main factors that affect the improvement of students’ Data Analysis Literacy are: Teachers pay attention to constantly improve their data analysis ability;in the process of imparting knowledge,we should permeate students’ mathematical thought and methods relatedto “Data Analysis”,and use multimedia technology in statistics and probability teaching;to provide students with a wealth of Statistics and probability of the real-world application of case materials;in the process of solving problems with real-world background to develop students’ data analysis ability;help students experience the whole process of data analysis;guide students to choose different methods according to different statistics and probability problems;focus on guiding students to establish a complete knowledge network related to data analysis;help students in the process of problem solving to improve the ability of data analysis;guide students to study and arrange data;focus on data analysis learning methods to guide students;focus on developing students’ ability to solve mathematical problems;guide students how to extract information from data;guide students to strengthen the relationship between statistics and probability knowledge;guide students to avoid learning statistics and probability knowledge by learning other modules;guide students to Master Data Analysis Methods;guide students to master the methods of Data Analysis;guide students to analyze data in practical application.After a detailed discussion of the research results,some suggestions are put forward for the reform of teachers’ teaching,including that teachers should improve their data analysis ability,and pay attention to the infiltration of mathematical methods related to Data Analysis.Teachers are also should pay attention to the application of Information Technology in teaching;pay attention to case teaching;let students experience the whole process of data analysis;guide students to establish a complete knowledge network;It is reasonable to guide the students’ learning methods of data analysis,reasonably to train the students’ mathematical problem-solving ability,reasonably to guide the students to extract information from the data,reasonably to guide the students to strengthen the relationship between statistics and probability knowledge.Students should be instructed to learn probability and Statistics by learning probability and Statistics Module;to master data analysis method and to analyze data in practice.Reasonably instruct the students to raise questions related to data analysis in the course of solving simple cases.