Statistical Literacy of Fifth and Sixth Graders in Elementary School about the Beginning Inference from a Pictograph Task
문은혜 Moon Eunhye , 이광호 Lee Kwangho
22(3) 149-166, 2019
DOI: JANT Vol.22(No.3) 149-166, 2019
The purpose of this study is to analyze the statistical literacy in elementary school students when they beginning inference. Picto-graphs provide statistical information and often data-related arguments they certainly qualify as objects for interpretation, for critical evaluation, and for discussion or communication of the conclusions presented.
For research, the inference from pictograph task was designed and statistical literacy standards for evaluating the student’s level was presented based on prior studies. Evaluating student’s statistical literacy is meaningful in that it can check their current level. To know the student’s current level can help them achieve a higher level of performance.
The outcomes of this research indicate that pictograph can provide a basis for rich tasks displaying not only student's counting skills but also their appreciation of variation and uncertainty in prediction.
Raising statistical thinking by students is an important goal in statistical education, and the experience of informal statistical reasoning can help with formal statistical reasoning that will be learned later. Therefore, the task about the inference from a pictograph, discussions on statistical learning of elementary school children are expected to present meaningful implications for statistical education.
The Effect of Educational Contextual Variables on Fourth Grade Students’ Mathematics Achievement in East Asian Countries
최지선 Choi Ji Sun , 상경아 Sang Kyongah
22(3) 167-180, 2019
DOI: JANT Vol.22(No.3) 167-180, 2019
This study analyzed the effects of the educational contextual variables on fourth grade students’ mathematics achievement in five East Asian countries(Singapore, Hong Kong Taiwan, Japan and Korea) using TIMSS 2015 data. There are four findings of this study. The first is that the common student-home-level variables that give significant influence on the mathematics achievement in all 5 countries are ‘Home resources for learning’ and ‘Parents’ educational expectations’. But ‘Literacy and numeracy activities before entering a school’ and ‘Parents’ attitude for mathematics and science’ are not common variables. The second is that ‘Students' interest in math learning’ gave significant influence on the mathematics achievement of in all 5 countries. The third is that ‘Teaching limited by student needs’ does not give significant influence on the math achievement in Korea, Taiwan, and Japan but in Singapore and Hong Kong. The fourth is that ‘Student economic background’ gave more significant influence in Korea, Taiwan, and Japan than Singapore and Hong Kong. Suggestions to improve elementary school mathematics teaching and learning are discussed in the conclusion.
A Comparative Analysis of Instructional Methods on the Properties of Multiplication in Elementary Mathematics Textbooks of Korea, Japan, and the US
선우진 Sunwoo Jin
22(3) 181-203, 2019
DOI: JANT Vol.22(No.3) 181-203, 2019
Even though the properties of operations in multiplication serve a fundamental basis of conceptual understanding the multiplication with whole numbers for elementary students, there has been lack of research in this field. Given this, the purpose of this study was to analyze instructional methods related to the properties of operations in multiplication (i.e., commutative property of multiplication, associative property of multiplication, distributive property of multiplication over addition) in a series of mathematics textbooks of Korea, Japan, and the US. The overall analysis was conducted in the following two aspects: (a) when and how to deal with the properties of multiplication in three instructional context (i.e., introduction, application, generalization), and (b) what models use to represent the properties of multiplication. The results of this showed that overall similarities in introducing the properties of multiplication .in (one digit) x (one digit) as well as emphasizing the divers representation. However, subtle but meaningful differences were analyzed in applying and generalizing the properties of multiplication. Based on these results, this paper closes with some implications on how to teach the properties of operations in multiplication properties in elementary mathematics.
Education of Primary School Mathematics
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