A Survey And Research On The Status Quo Of Data Analysis Concepts Among Fifth-grade Students

With the rapid development of social economy,data has filled our daily life,and data analysis has become a necessary ability for everyone.As one of the core qualities of mathematics,the concept of data analysis is of great significance to the development of primary school students.Understanding the current situation of the concept of data analysis can enrich the research foundation,provide relevant opinions for front-line teachers and improve the level of students’ concept of data analysis.On the basis of relevant literature and mathematics curriculum standards for compulsory education（2011 Edition）,this study believes that the concept of data analysis is a kind of thinking consciousness,that is,when facing problems in life,we have the consciousness of using data to solve them;Be able to understand the randomness of data and the possibility of occurrence;And can use a variety of methods to analyze the data,and then get relevant conclusions and predict.On this basis,according to the evaluation framework in the existing literature,divide the test dimension and compile the test volume.The test volume of this study is divided into four dimensions: the consciousness of using data to solve problems,analyze the significance of data,experience the randomness of data and the possibility of events.350 students in Grade 5 of a primary school in Binhai New Area of Tianjin were tested.A total of 338 test papers were recovered and309 effective test papers were collected,with an effective rate of 91.4%.309 test papers were processed and analyzed by SPSS.In addition,interview and communicate with three teachers to further understand the development status of students’ data analysis and development concept.Through tests and interviews,it is found that the data analysis concept of grade 5 students has the following characteristics:（1）63.4% of students can reach the passing level,and there is still some room for development.（2）The first dimension reflects the students’ lack of awareness of using data to solve problems.When they see the problems that can only be solved with data,only 10% of the students can think of using the method of collecting data to solve the problems.（3）In the second dimension,only 35.8% of middle school students calculate correctly when facing the calculation with large amount of data Students have vague memory of the elements of tables and statistical charts,and 64% of them forget and write incorrectly.（4）In the third dimension,80% of the students can better understand the randomness of the data,while there are some problems in the regularity of the data,and 70% of the students can’t see that the data has a certain regularity.（5）Students have a good development in understanding and designing possibilities,but only 17.48% of the students’ answers can show the characteristics of originality and thinking.When exploring the factors affecting the development concept of students’ data analysis,this study comes to the following conclusions:（1）in dimension 2,girls’ performance is better than boys,and boys’ average score is two points lower than girls.（2）Teachers’ attention to the cultivation of data analysis concept,the design of data analysis process and the teaching situation adopted by teachers have a great relationship with the development of students’ data analysis concept.On the basis of understanding the development status of data analysis concept of fifth grade students and listening to the opinions of front-line teachers,this study puts forward the following reference opinions from three aspects: Teachers’ thoughts,teaching situations and teaching activities,combined with the relevant theories of friedenthal and Piaget:（1）teachers should pay more attention to the cultivation of data analysis and improve the teaching ability of data analysis.（2）Design the teaching situation according to the actual life of students to enrich students’ cognition of data analysis.（3）Let students experience a complete data analysis process,and then cultivate students’ awareness of "knowing well and having evidence".