A Comparative Study On The Content Of "probability And Statistics" In The Mathematics Curriculum Standard Between China And Australia

Mathematics is one of the basic disciplines,and it is also an important content of curriculum reform.In 2011 and 2017,the Ministry of Education issued compulsory Education Mathematics Curriculum Standard(2011 Edition)and Senior High School Mathematics Curriculum Standard(2017 Edition).Australia promulgated the National uniform Mathematics Curriculum Standard in 2014.Curriculum standards play an important role in curriculum reform.Therefore,the study of mathematics curriculum standards is of great significance to the reform of basic education.The overall problem of this paper is: a comparative study of the probability and statistical content of the curriculum standards between China and Australia in the basic education stage.Specifically: how do the two countries set up the subject dimension(horizontal and vertical)based on probability and statistical content?This thesis adopts comparative and statistical methods from the perspective of vertical grade(for mathematics curriculum standard 1 / 12 grade)and horizontal stage(for primary school,junior high school,high school curriculum).The setting of probability and statistics in Chinese and Australian mathematics curriculum standards is studied in this paper.The main findings are as follows:1.Both countries set up a unified curriculum standard in compulsory education stage,although our country has set up some contents of "synthesis and practice".But the compulsory education stage in this part of the content only a small number of entries,the requirements are not very specific,interpretation is more abstract.In high school,the Australian standard has two courses more than that of our country,which is more targeted and can provide more courses for students' selective learning than in our country.Each content item in the Australian curriculum standard at the basic education stage is marked with a distinct serial number.2.As a whole,the number and proportion of content entries in the two countries are quite different,with 188 standard probability and statistical content entries in Australia,accounting for 30.82%,and 55 content entries in China,accounting for 17.72%.In terms of the number of content items,The Australian standard is about three times the size of our country.In terms of proportion,the Australian standard is about three times the size of our country.As far as the whole stage of basic education is concerned,the data show that there is little difference in the probability ratio between the two countries,and the two countries include the three sub-unit knowledge topics of probability and statistics: data display,statistics and probability.The two countries The knowledge coverage is basically the same.The content of the Australian curriculum standard and the changing trend of the "concave"-shape are the increasing trend of the country.The number of Australian content entries is large and the number of entries in our country is relatively small.3.As far as the "data display" module is concerned,Australia has the highest percentage of "showing summary data in the graph" and "statistical charts".Of the 13 knowledge topics in "data display",China has the highest percentage of "others"."histogram and histogram" does not involve "graph","stem and leaf chart","scattered plot","box chart","line chart".It can be seen that there are obvious differences between China and Australia on the subject of knowledge,and Australia pays attention to 5 topics of knowledge in statistical charts.China is relatively second.4.In terms of "statistics" knowledge units,Australia's sub-unit knowledge topics account for the highest proportion of "variables,standard deviations and ranges","correlation" the lowest proportion is "chi-square","central limit theorem".Chinese knowledge themes account for the highest proportion of variables,standard deviation,and the other two knowledge themes.The lowest proportion is the quartile and percentile,the central limit theorem.China and Australia both pay attention to "variables,standard deviation and range",and attach less importance to "central limit theorem",There is little involved.5.In terms of the "probability" knowledge unit,half of the knowledge topics in China are later than those in Australia,such as "empirical probability","sample and sample space","non-independent events and independent events","expected values","other".For example,non-Independence and Independence events in Australia began in grade 1 and China started in grade 10 in high school.The conclusion of the "probability" knowledge theme in both countries is in the 11 th grade of senior high school,which shows that the curriculum standards of the two countries have the same difficulty in the subject of "probability" knowledge.The above research on probability and statistics in the basic stage of China and Australia provides some enlightenments and references for the content of probability and statistics in the mathematics curriculum of our country.6.As far as the horizontal stage content setting is concerned,the two countries include three knowledge topics: data display,statistics and probability in the subject unit of probability and statistical content knowledge.The two countries have basically the same knowledge coverage.From the whole stage of basic education,the data show that there is a "concave" change in our country.The "statistics" and "probability" units all show increasing changes.Australia's "data show","probability" is "concave" shape change,"statistics" is increasing change.The main results are as follows:(1)as far as the "data display" module is concerned,compared with Australia,China is a class with a relatively different coverage of knowledge topics.The lack of knowledge topics is "graph","stem and leaf map","scattered point diagram","box diagram","line chart".And the knowledge theme of the two countries is the same from the beginning to the end of the grade / stage,the vast majority of knowledge topics end in senior high school.(2)as far as statistics is concerned,Australian senior high school is the only class that is more than that in our country at the senior high school stage.It covers 12 knowledge topics.There are only five themes in our country.(3)as far as probability is concerned,relatively speaking,the content of probability in primary school is relatively less.As far as the high school stage is concerned,both countries are involved and,as a whole,more complete.Most of the knowledge topics in our country begin later than Australia,and most of them begin to study in high school.