A Comparative Study of Middle School Statistics Curriculum and Textbook in Korea and China

Comparative Study;Statistics Education;National Curriculum;Middle School Textbook;GAISE;510.7

사범대학 수학교육과 ;

University:서울대학교 대학원

关键词: Comparative Study;    Statistics Education;    National Curriculum;    Middle School Textbook;    GAISE;    510.7;   

Others  :  http://s-space.snu.ac.kr/bitstream/10371/161332/1/000000158157.pdf

美国|英语

来源: Seoul National University Open Repository

【 摘 要 】

This study is conducted to compare the middle school statistics education in Korea and China, summarize the similarities and differences on national mathematics curriculum, the mainstream textbooks from each country, and also explore the statistical investigation process embedded in the middle school education contents. For which purpose, this paper introduced the framework suggested by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report as the criteria, and during the research, not only the national curriculum and textbook, but also the information provided by in-service teachers and other researchers from two countries are taken into consideration so that the comparison result from a more comprehensive perspective is achieved. And finally a general conclusion and advice extracted from the all the comparative researches on statistics education will be given.In this paper, non-experimental qualitative studies are employed from two main perspectives, national curricula and textbooks in Korea and China, and having GAISE as a reference during the comparison. In the end, multidimensional conclusions on statistics education in middle school with respect to the national curricula and different versions of textbooks aligned with the curricula are drawn: first, in Korean new national curriculum, some part of the statistics education seems divergent with the general objectives and key competencies, so does the edition of textbooks, while the statistical contents in the Chinese curriculum and textbooks shows better in consistence; second, aligned with the latest national curriculum, Korean new textbook contains a more complete statistical investigation process, but the main contents still focus more on calculation than Chinese textbook; third, by the framework in GAISE, statistics education in both Korea and China appear to show a lack of important components in the statistical investigative process, whereas the pure calculation catches too much attention. And hopefully the research results in this paper could make a contribution to the development of statistics education in both countries, especially the reforms of national curricula and textbooks related to the statistical domain which are undertaken constantly.