Research On The Status Quo Of Statistical Reasoning For Sixth Grade Students

With the entering of digital era,people will contact a large number of data and information every day,so how to use statistical data and information to make reasonable reasoning decisions has become a necessary ability of modern people.In addition,"compulsory education mathematics curriculum standards" also put forward the goal of developing students' statistical reasoning in statistical teaching.However,by combing the relevant literature,the author finds that most of the research on students' statistical reasoning in China focuses on investigating the current situation of high school students' statistical reasoning,but lacks attention to the development of primary school students' statistical reasoning.Therefore,in order to explore the development status of sixth grade students' statistical reasoning,this paper identifies three research questions:(?)the level of statistical reasoning reached by the sixth grade students;(?)the differences of students' statistical reasoning in four factors:gender,participating in Olympic Mathematics training or not,parents' educational background and "student identity";(?)the problems existing in the process of students' statistical reasoning.Based on the M3 ST framework,the author compiles a test questionnaire.Through questionnaire testing,statistical analysis and individual interviews among students in five classes of sixth grade in a school in Nanjing,the following conclusions are drawn:(1)Statistical reasoning of sixth grade students is at a high level,between quantitative level and analytical level.(2)Statistical reasoning of sixth-grade students has significant differences in participating in Olympic Mathematics training or not and "student identity" factors,but there is no significant difference between gender and parents'educational background factors.(3)Sixth grade students may misinterpret the meaning of the problem,consider the problem incompletely,rely on subjective assumptions to make judgments,and recognize statistics such as mean only by mechanical memory,which will not be applied in practice.Generally speaking,the sixth grade students'level of statistical reasoning is in good condition,but there are still some problems to be further improved.Therefore,in order to develop students'statistical reasoning,the author puts forward the following suggestions:At the level of curriculum development:they increasing the number of statistical class hours,content depth and openness;School level:the schools should actively launch highly participatory statistical activities and practices;Teachers'level:Teachers should have the same expectations for boys and girls,embed "Olympic Mathematical Elements" in teaching design,strengthen statistical reasoning exercises,cultivate the ability of comprehensive analysis of problems,and eliminate the idea of judging by subjective assumptions;Family level:Parents should strengthen their children's awareness of statistical reasoning and let their children make decisions freely.This paper explores the level of statistical reasoning attained by sixth grade students,and the differences in four factors:gender,participating in Olympiad Mathematics or not,parental education background and "student identity".It makes up for the shortcomings of the previous statistical reasoning only limited to the study of middle school students and gender differences,and the results of the covariance analysis model used in this study are more accurate and precise than those of the previous descriptive statistical analysis,which is also a highlight of this paper.