[ Article ]
Journal of Educational Research in Mathematics - Vol. 30, No. 4, pp.675-703
ISSN: 2288-7733 (Print) 2288-8357 (Online)
Print publication date 30 Nov 2020
Received 05 Oct 2020 Revised 27 Oct 2020 Accepted 28 Oct 2020

Exploring Ways to Improve Elementary School Statistics Education Through Analysis of Middle School Social Studies Textbooks: Focusing on Statistical Graph Teaching

Tak, Byungjoo* ; Ko, Eun-Sung**,
*Professor, Jeonju National University of Education, South Korea bjtak@jnue.kr
**Professor, Jeonju National University of Education, South Korea kes7402@jnue.kr

Correspondence to: Professor, Jeonju National University of Education, South Korea, kes7402@jnue.kr

Abstract

In this study, in order to explore ways that statistical graphs teaching in elementary mathematics education can be improved, first, the types of statistical graphs that appear in middle school social textbooks were examined, and second, the characteristics that differentiated these from statistical graphs that appeared in elementary school mathematics were investigated. This analysis indicated that 88.2% of the graphs presented in the middle school social textbooks were addressed in the elementary mathematics curriculum. The frequency of use (excluding mixed graphs) was in the order of bar graphs, line graphs, ratio graphs, and picture graphs. However, most of the statistical graphs did not follow the standardized framework suggested in elementary school mathematics textbooks, as they were instead transformed in various ways. The features that differentiated middle school mathematics graphs from graphs experienced in elementary school mathematics differed for each type of graph. For example, in the case of bar graphs, there were the omission of axes, deformation of bars, and expression of multiple variables, while in the case of line graphs, there were expressions of multiple variables and accurate representations of variables.

Keywords:

statistical graph, middle school social studies textbook, graph teaching

Acknowledgments

이 연구는 2020년 전주교육대학교 국립대학육성사업의 연구비 지원으로 수행하였음

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