The Connotation and Implementation of Data Sense from the Perspective of Learning Progression——Experiences from and Reflections on the Australian RMFII Research Project
Data sense is one of the nine specific manifestations of mathematical core competencies in the junior high school stage,mainly concerning the content area of statistics and probability.The essence and implementation of data sense are crucial to achieving core competency oriented teaching of junior high school statistics and probability.The Australia RMFII research project has constructed statistical reasoning learning progression that characterizes the development of middle school students'understanding and comprehension of statistics and probability,evolving from simplicity to complexity and from lower to higher levels with eight zones,using empirical approaches.This progression takes three big ideas in statistics as progression variables,encapsulating key concepts including variation,distribution,expectation,randomness and informal inferences.Based on an in-depth analysis of the methods and applications of statistical reasoning learning progression within the RMFII project in Australia,this paper discusses about and reflects upon relevant issues within our context,which include the operational definition of data sense,the connections between data sense and specific topics within statistics and probability,and the development of assessment tools and instructional resources for data sense.To clarify the conceptualization of data sense,it is essential to establish a learning progression for data sense through empirical methods.By applying this learning progression,the performance of students in data sense can be assessed.Moreover,targeted teaching resources and materials for teacher professional development can be developed to facilitate the effective implementation of data sense in classroom teaching.
data sensestatisticsprobabilitylearning progressionAustralia
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