Research On Probability And Statistics Questions Of College Entrance Examination Based On Mathematical Core Literacy

Probability and statistics have a wide range of applications in daily life,and are important tools for solving many problems in life,as well as important elements of high school mathematics and college entrance exams.The status of probability and statistics is also changing as China’s curriculum reform continues to advance.From "teachers don’t teach unless tested" to one of the four main lines of high school mathematics,probability statistics is getting more and more attention from educators.Therefore,this study selects the probability statistics test questions in the last three years of National Paper A and the New College Entrance Examination I,and examines the core literacy and level of probability statistics in order to provide reference for the design and teaching of probability statistics.This study mainly adopts the literature research method,quantitative analysis method and comparative analysis method to analyze the probability statistics test questions based on the core literacy of mathematics in the college entrance examination.Firstly,by combing the literature about the core literacy measurement in mathematics,we determined the core literacy framework of Yu Ping as a tool and gave the basis for dividing each level with the characteristics of probability statistics test questions;secondly,we set up a coding group to code and negotiate each question;then,we summarized the weights of statistical mathematical core literacy,and comparatively analyzed the weights of core literacy and levels of test questions in each year,as well as the changes of each literacy and levels;finally,correlation tests were used to analyze the relationship between the core literacies in mathematics and the probability statistics test questions in the college entrance examination,followed by a one-way ANOVA to test whether there were differences between the probability statistics test questions in National Paper A and New College Entrance Examination I on each core literacy and level.From the above analysis of the core literacies and levels in the probability statistics questions in the college entrance exams,the following conclusions were obtained:(1)Among the probability and statistics questions of the two papers,mathematical operations and data analysis literacy are more examined,followed by logical reasoning literacy.The remaining three literacies,especially mathematical modeling and intuitive imagination literacies,were less frequently tested.The remaining three literacies,especially mathematical modeling and intuitive imagination literacies,were less frequently tested.(2)In terms of test levels,both papers showed Level 2>Level 1>Level 3.(3)The change trend of the two test papers is as follows: the examination of data analysis literacy in the probability and statistics questions of the national A paper has less fluctuation,and the examination of mathematical operations and logical reasoning fluctuates greatly.The test of mathematical operation literacy in the probability and statistics questions of the new college entrance examination paper I is very stable,and the weight of the examination of logical reasoning and mathematical operation literacy fluctuates greatly.The examination of mathematical operation literacy in the probability statistics test in the New College Entrance Examination Paper I was stable,and the weighting of the examination of logical reasoning and mathematical operation literacy fluctuated more.According to the above conclusions,the following suggestions are proposed: 1.appropriately increase the test of mathematical modeling and intuitive imagination in the probability statistics test;2.adjust the weight of mathematical operations and data analysis literacy.The following six teaching suggestions are proposed for the teaching of probability statistics: 1.improve the accuracy of students’ operations to cultivate mathematical operation literacy;2.build statistical awareness to cultivate data analysis literacy;3.cultivate mathematical abstraction literacy with the help of statistical cases;4.develop logical reasoning literacy throughout the teaching process;5.strengthen the connection between mathematics and life to cultivate mathematical modeling literacy;6.develop teaching objectives that highlight core competencies.