An Investigation of the Error Types and the Literacy of Constructing Statistical Chart in Senior High School Students

• Main Authors: Chien-yi Huang, 黃千益
• Other Authors: Su-Wei Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/54906499524260893396

碩士 === 國立臺南大學 === 教育學系測驗統計碩士班 === 101 === 　　In nowadays society, learning probability and statistics is an important topic of modern mathematics education, and statistical literacy is gradually being regarded as an important skill for citizens. Not only the ability of judgment and comment on data, but also the cognitive comprehension of statistical charts we needed in this information generation. However, for a few students, learning statistics is quite difficult and easy to produce some misconceptions. Teachers should understand and correct students’ misconceptions, and guide students using the right conception and principle of problem-solving procedure to the right way of learning targets. 　　This study used the constructed-response items of statistical charts to investigate the error types in the learning process of senior high school students. The results showed that there were 43% examinees with proficient statistical literacy, and about 68% examinees with basic knowing about statistical charts. The data analysis revealed that, the most common error type in constructed-response items were comprehending context-based tasks (61%), mathematical processing error (19%), and in transforming them into mathematical procedures (14%), respectively. For the lower-proficiency level groups, the comprehension error was dominant in constructed-response items of statistical charts. However, for the higher-proficiency level students, the comprehension error rate was decreased and the mathematical processing error rate was relatively increased.