An Investigation And Analysis Of Junior High School Students’ Level Of Understanding In Statistical Knowledge

The advent of the era of big data has brought great opportunities for the prosperity of statistics, and the application of statistical knowledge has been integrated into any corner around us. Statistical knowledge, as one of the recognized national essential knowledge,and the children are the reserves of motherland for the future development,so it is necessary to understand their understanding level of statistical knowledge in what position when they has learned statistical knowledge which are required by compulsory education.The author takes 139 students from a junior middle school in Jinshui District,Zhengzhou City, Henan Province, as the research object. These students come from the three levels of backward, medium and superior. The author uses the statistical knowledge of the " Compulsory education mathematics curriculum standards (2011 edition)" as the content dimension, the SOLO classification theory as the knowledge understanding level dimension. The author selects test questions composition test volume from the calendar year examination questions, the Beijing Normal University mathematics textbooks and other information. Through the test volume, the author can invest and study the development level of junior middle school students of the overall statistical knowledge and the three parts’ statistical knowledge. And then taking into account that the teaching is based on the class as a unit to start, the author invests and studies the differences of the development level among backward class, medium class and superior class in the overall statistical knowledge and the three parts’ statistical knowledge and hopes to back data support for teachers to teach in accordance with the class’ aptitude. The main conclusions of this study are as follows:1、For the development level of junior high school students in overall statistical knowledge, subject to statistical knowledge of different content, their level, regardless of U level, M level or R level, of development are not balanced.2、In the part of collecting of data, only 44% of students can reach U levels in the concepts understanding of the overall,individual,and sample; and 76% of students can reach U levels in the choice of survey methods; 29.85% of students up to M level; 87.8%of students up to R level.3、In the part of sorting and presenting of data,More than 90% of students can reach U level, 81.3% of students can reach M level, 61.2% of students up to R level.4、In the part of analysis of data, 87.8% of students reach U level,85.47% of students reach M level, 76% of students up to R level.5、At the level of U, in addition to the part of analysis of data, there was no significant difference of development between the two adjacent classes.6、At the level of M, the development of the superior class in the overall statistical knowledge and analysis data is significantly better than that of the middle class; the superior class is significantly better than the development of the backward classes in addition to the development of the sorting and presenting of data. There were no significant differences between the various classes in the development of the other cases.7、At the level of R, there was no significant difference between the adjacent two levels of development.