| Summary: | 碩士 === 臺中師範學院 === 數學教育學系在職進修教學碩士學位班 === 93 === The references of this research are from domestic and foreign documents and math curriculum in the primary schools nowadays. This research divides basic concepts of Statistics into four subconcepts and eleven minor items. The subconcepts are collecting data, organizing and classifying data, representing data and explaining data, the minor items are defining the scope of data, counting data, sequence of data, correspondence of data, dissection of data, equivalence class of data, remaking data, tabulation of data, figuration of data, reading and reporting data, and analogizing data. I make a set of statistics basic concept topics, analyze the results of the test, form the structural picture through IRS and then explore the students’ cognitive structure in statistics basic concepts.
The students from one of the sixth-grade classes of one of the primary schools in Taichung County are the objects in this research. After testing, I use Item Relational Structure analysis (IRS) to analyze the data with paper test. I hope to gain the message from the item relative structural picture of the students in statistics basic concepts.
This research organizes the cognitive development of eleven minor items from the students basic concepts. The order is: ability of counting data, correspondence of data, defining the scope of data, remaking data, sequence of data, reading and reporting data, equivalence class of data, dissection of data, analogizing data. Tabulation of data and figuration of data have no relationship in ranks with other minor items.
This research tests the students four minor concepts of eleven cognitive items in basic concepts of Statistics－collecting data, organizing and classifying data, representing data and explaining data－ there is no obvious ranking order among the four minor concepts.
I give some suggestions according to the results above to be the references of teaching and curriculum designing in the future.
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