Research On The Current Situation Of Statistics Thinking Level Of Senior Primary School Students

Mathematics plays an irreplaceable role in enlightening students' thinking,so the development of students' statistical thinking is also the most core part in the whole statistical teaching.The compulsory education mathematics curriculum standards(2011 edition)"will be" data analysis "as one of ten core quality of mathematics education,of course standard put forward further illustrates the statistics teaching holds an important place in the compulsory education stage,and the value of a statistical knowledge level for students in mathematics,Or have a profound impact on the life level.Combined with domestic and foreign literature,this paper collects and sorts out the research on the development and manifestation of the current domestic and foreign relevant statistical thinking.According to the needs of the research,this paper draws on the M3 ST statistical thinking level framework of Monet and formulates a new statistical thinking level framework suitable for this research in combination with the requirements of the course standard.It also sorts out the relevant requirements of the curriculum standards on primary school statistics and the specific content arrangement in PEP textbooks to further test the matching degree between the framework of statistical thinking level and textbooks.This study by adopting the combination of qualitative and quantitative methods,at an elementary school six grades of Yanji City a class of students as the research object,first understand the current situation of students' statistical thinking level,according to the needs of the content of this research,part of the teaching material the involved a detailed analysis,and on this basis,and students are to compare the actual level of statistical thinking,Identify problems identified in the research survey and conduct informal interviews with teachers and students to understand the causes of the problems.After further analysis of the research results,the following conclusions were drawn:(1)Level 4 should be achieved in the process of representing data,and students actually reach between Level 3—4;(2)Students should reach level 4 in the process of analyzing and interpreting data,and students should actually reach level 3-4;(3)Students' overall level in the whole process of statistical thinking should reach level 4,and students' actual level should reach level 3.Based on the above conclusions,the recommendations are as follows:(1)Students should consciously accumulate more practical statistical experience in life and get rid of inherent experience;(2)Students themselves should strengthen the importance of statistics and probability knowledge and use;(3)Flexible use of a variety of teaching methods to create effective classroom activities;(4)To fully understand the learning situation,guide students to construct knowledge and stimulate their learning motivation.