Research On The Status Quo Of Dataanalysis Concepts Of Rural Nine-year Students

In today's information digitized society,there are a lot of data.Data has become an important information,which requires people to make reasonable decisions.It has become a necessary literacy for every citizen in the current era to analyze data.After the promulgation of the new edition of compulsory education mathematics curriculum in 2011,Henan Province has used the standard edition of junior middle school mathematics textbooks.After several years of using the textbooks,what is the current situation and level of data analysis concept of rural junior middle school students in Henan Province? What are the ways to cultivate junior high school students' data analysis concepts? These problems are not only related to the understanding of the essence of the teaching content of statistics and probability,but also affect the realization of the teaching objectives of statistics and probability in the basic education stage.Therefore,it is of positive practical significance to explore these problems.Firstly,by consulting the literature,analyzing and sorting out the existing relevant literature,this study defines the dimensions of data analysis concepts: the awareness and perception of information contained in the data;the awareness and perception of data analysis methods;the awareness and perception of data randomness.Each dimension is divided into levels according to SOLO classification theory,and finally forms the evaluation framework of this study.Based on this evaluation framework and the existing research results,a questionnaire was compiled to investigate 226 ninth-grade students of rural A middle school in Henan province.Through classroom observation and teacher interviews,the students' data analysis concepts and influencing factors were understood.Through the research,the following conclusions were drawn:Firstly,students' data analysis level is low and the development of various dimensions is unbalanced.Secondly,there are significant gender differences in students' data analysis concepts.Thirdly,the classroom does not pay enough attention to probability and statistics courses,and can not effectively cultivate students' data analysis concepts.Accordingly,this study suggests that teachers should actively learn new ideas of probability andstatistics and keep pace with the times;create opportunities for the whole process of data analysis and cultivate students' data analysis concepts;strengthen the speech expression of students' data analysis to promote the development of students' thinking of data analysis;and design classroom teaching activities by using practical problems close to students' lives.