• Journal for History of Mathematics
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• v.25 no.4
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• pp.121-137
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• 2012

Recently Statistical literacy, reasoning, and thinking become a educational issue. Especially the important of Statistical literacy in purpose of statistics education has be discussed and come to the fore. So we research about Statistical literacy mainly with advanced researches. We consider about the definition and components of Statistical literacy which is discussed in the meantime. And we look into the purpose of statistics education in the school mathematics curriculum and discuss about the implications for the statistics education from the Statistical literacy.

• East Asian mathematical journal
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• v.35 no.4
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• pp.429-449
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• 2019

This study aims to investigate the statistical literacy of pre-service mathematics teachers and to discuss the impact of statistical literacy in lesson plan. For the purpose of this study, we analyzed 13 pre-service mathematics teachers' statistical literacy tests and lesson plans. The results of this analysis are as follows: First, pre-service mathematics teachers did not have a high level of statistical literacy, and it was also observed that there was a big level difference between them. Second, pre-service mathematics teachers' lesson plans showed significant difference in the level of the target grade, the characteristics of the target student, and the contents. Based on this study, we seek to find implications for how it is appropriate to educate teachers in charge of statistical education.

• The Mathematical Education
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• v.56 no.1
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• pp.19-39
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• 2017

Taking samples of data and using samples to make inferences about unknown populations are at the core of statistical investigations. So, an understanding of the nature of sample as statistical thinking is involved in the area of statistical literacy, since the process of a statistical investigation can turn out to be totally useless if we don't appreciate the part sampling plays. However, the conception of sampling is a scheme of interrelated ideas entailing many statistical notions such as repeatability, representativeness, randomness, variability, and distribution. This complexity makes many people, teachers as well as students, reason about statistical inference relying on their incorrect intuitions without understanding sample comprehensively. Some research investigated how the concept of a sample is understood by not only students but also teachers or preservice teachers, but we want to identify preservice secondary mathematics teachers' understanding of sample as the statistical literacy by a qualitative analysis. We designed four items which asked preservice teachers to write their understanding for sampling tasks including representativeness and variability. Then, we categorized the similar responses and compared these categories with Watson's statistical literacy hierarchy. As a result, many preservice teachers turned out to be lie in the low level of statistical literacy as they ignore contexts and critical thinking, expecially about sampling variability rather than sample representativeness. Moreover, the experience of taking statistics courses in university did not seem to make a contribution to development of their statistical literacy. These findings should be considered when design preservice teacher education program to promote statistics education.

• East Asian mathematical journal
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• v.37 no.4
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• pp.481-497
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• 2021

The importance of statistics in everyday life and work place has led to calls for an increased attention to statistical literacy in the mathematics curriculum both internationally and domestically. While professional organizations and researchers propose perspectives towards and models of statistical literacy, conceptions and elements of statistical literacy vary. This study examines how mathematics textbook questions fulfill the requirements of statistical literacy by employing two models: Watson's model focusing on understanding of statistical language and Curcio's model on data interpretation aspects of statistical literacy. For this, a total of 872 problem questions presented in the statistics units of from ten textbooks for the middle school year 1 mathematics were analyzed.

• Journal of dental hygiene science
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• v.21 no.1
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• pp.52-62
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• 2021

Background: This study aims to provide basic data for development of the level-based oral health care program depending on the mother's oral health literacy by finding out how mother's oral health literacy can effect on the preschool children's oral health and behavior. Methods: The survey was conducted on 192 mothers who have preschool children and the data were analyzed by t-test, ANOVA, multiple regression analysis to identify differences in verbal and functional oral health literacy. Results: The study showed statistical significance (p<0.05) in educational level depending on differences in verbal and functional oral health literacy by sociodemographic factor. In differences in verbal and functional literacy depending on experience of education for oral health behavior and oral health, statistical significance (p<0.05) was showed highly on verbal and functional literacy in the case that subjects have an experience of education for oral health and their children have not been experienced of oral illness. And when it comes to the case that subjects have experience of education for oral health within one to two years, statistical significance was showed highly on verbal literacy. It showed that verbal and functional oral health literacy effects to oral health care behavior of children judging from results that the higher level of mother's verbal oral health literacy, the higher score of children's oral health knowledge, attitude and behavior. Conclusion: It is necessary to develop the systematic program which is appropriate for characteristics of each oral period in childhood depending on level of primary caregiver's oral health literacy, and systematic education should be preceded to enhance the literacy of the caregiver. It is considered necessary to improve the oral health care of children by developing a manual for oral health care education to enhance primary caregiver's oral health literacy.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.149-166
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• 2019

The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented. For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. Evaluating student's statistical literacy is meaningful in that it can check their current level. To know the student's current level can help them achieve a higher level of performance. The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction. Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.1-30
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• 2020

This study was carried out in order to identify the error types of statistical graphs for statistical literacy education. We analyze the meaning of using graphs in statistical problem solving, and identify categories, frequencies, and contexts as the components of statistical graphs. Error types of representing categories and frequencies make statistics consumers see incorrect distributions of data by subjective point of view of statistics producers and visual illusion. Error types of providing contexts hinder the interpretation of statistical information by concealing or twisting the contexts of data. Moreover, the findings show that tasks provide standardized frame already for drawing graphs in order to avoid errors and pay attention to the process of drawing the graph rather than statistical literacy for analyzing data. We suggest some implications about statistical literacy education, ethical problems, and knowledge for teaching to be considered when teaching the statistical graph in elementary mathematics classes.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.397-413
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• 2018

The purpose of this study is to analyze the level of statistical literacy among fifth and sixth graders in the data presentation task based on the speculative data generation process. For the research, the data presentation tasks based on the speculative data generation process was designed and statistical literacy standards for evaluating the student's level was presented based on prior studies. It is meaningful that the stepwise presentation of the students' statistical literacy and analysis of their developmental patterns can help them to find their current position and reach a higher level of performance. In this study, the standard of statistical literacy level was clarified based on the previous research, and a new perspective was presented about the data presentation instruction in the statistical education by analyzing the students' responses by each level.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.391-414
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• 2017

The purpose of this study is to find the correlation between the level of 6th graders' achievement level in Probability and Statistics education, which were proposed in the curriculum, which targeted the 6th graders in the elementary school, and statistical literacy. For this, first, questions asking the achievement level in the probability and statistics(Part A), and questions asking the statistical literacy(Part B), were used to study the achievement level of the students. Second, the achievement level in the probability and statistics, and the statistical literacy were measured. In order to achieve the purpose of this study, questionnaire that consists of 10 questions was invented. The questionnaire was divided into Part 1 and Part 2 under the consideration upon the characteristics of the questions. The results of the questionnaires given to the students were classified into "high, medium, and low" and were separated into 7 categories. Results of comparing category 3 and category 6, which have shown opposing tendencies, we could find that students who are good at school mathematics and students with high statistical literacy have respective and different characteristics. For actually effective statistical education, consideration upon and reflection of core aspects such as intuition and critical thinking in the curriculum are needed.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.163-186
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• 2017

The purpose of this paper is to propose the policy change of teachers education in Korea with an analysis of America statistical literacy education. we found the difference of statistical literacy education between Korea and America with each nation's social and educational environment. We can get the need of new change for statistic teacher's education in Korea. We think of Mathematics teachers should know about the difference between statistics and mathematics at school mathematics. And they should know the new change thinking about teaching method and process assesment methods. Second, Teachers should focused on teaching of problem solving and statistical thinking ability based on data analysis than the teaching of probability and mathematical theory.