A Study On The Current Situation Of Tibetan Junior High School Students’ Data Analysis Concepts And Strategies To Cultivate Them

With the development of society and the progress of science and technology,the ability of statistical thinking has become an essential skill in people’s daily life,and in the future,how to improve students’ data analysis ability will be the focus of research in the world,so it is urgent to understand the current situation of students’ data analysis level.In order to have a clear and comprehensive understanding of the data analysis level of junior high school students,especially the current situation and characteristics of data analysis of Tibetan junior high school students in ethnic areas,three dimensions of "handling data","analyzing data",and "experiencing the randomness of data" were analyzed by questionnaire and interview method.The target population of this paper is students who have completed the data analysis level after the compulsory education stage,therefore,the ninth grade students were chosen as the target population.The analysis of test papers,questionnaires,teachers’ and students’ interview results,and then the current situation of Tibetan junior high school students’ conceptions of data analysis,are summarized as follows:（1）The overall level of Tibetan junior high school students’ conception of data analysis is low,and the study shows that,with a full score of 66 points and 39 points for passing,the average score of Tibetan junior high school students in the test is 9.97 points,and the highest score is 22 points,and no student reaches the passing level.（2）Tibetan junior high school students’ awareness of data randomness is higher than their awareness of data processing and data analysis.The average score of Tibetan junior high school students in the dimension of data randomness is 1.4037,which is higher than the average score of 0.6593 in the dimension of data processing and 0.6012 in the dimension of data analysis.（3）The development level of students’ data analysis concepts was not related to gender,i.e.,boys and girls were the same in learning data analysis concepts and there was no significant difference.（4）Tibetan junior high school students lacked awareness of data collection when faced with events that needed to be investigated.60% of the students did not realize the need to collect data through surveys,but made decisions directly based on their own subjective speculations.（5）Tibetan junior high school students are not flexible in organizing,describing and analyzing data.When the data given in the questions were disorganized,65.2% of the students did not organize the data effectively,only a few of them gave a simple organization,and very few of them showed the data visually by means of statistical graphs and tables.（6）Tibetan junior high school students still need to be strengthened in appreciating the randomness of data,and they cannot accurately distinguish the difference and connection between frequency and probability.（7）Students’ learning attitudes are not yet correct and they do not recognize the importance of data analysis in real life.（8）Tibetan junior high school students cannot easily describe abstract mathematical knowledge with Chinese characters.Based on the above data,suggestions related to the development of Tibetan junior high school students’ data analysis skills are presented in terms of suggestions for teaching statistics in junior high school and strengthening junior high school mathematics teachers’ concepts of data analysis.Finally,reflections and outlooks on the shortcomings of this study are provided.