從統計認知面向與圖表理解角度分析國中數學教科書的統計內容

Analysis of Statistical Content in Junior High School Mathematics Textbooks Based on Statistical Cognition and Graph Comprehension

10.6481/JTR.201208.0031

李健恆(Kin-Hang Lei)；楊凱琳(Kai-Lin Yang)

內容分析法 ； 統計認知 ； 圖表理解 ； content analysis ； statistical cognition ； graph comprehension

教科書研究

5卷2期（2012 / 08 / 15）

31 - 72

繁體中文

依據文獻上的統計認知面向與圖表理解，以內容分析法探討2種配合九二課綱編排的國中數學教科書版本中的統計內容。研究發現，2種版本的教科書都能提供學生各種統計知識的學習機會，但是在統計推理和統計思考方面的能力培養較為不足；而2種版本教科書的統計圖表，皆提供學生從認識圖表的元素以及圖表所呈現的資訊解讀圖表的能力。但是少有讓學生對圖像資訊做延伸推論或依據需要選擇合適的方式來呈現圖表的學習機會。這可能是因為和統計主題相關的能力指標，大多著重於統計知識的認識、圖表的繪製以及資訊的直接讀取。因此，建議教科書可考慮增加統計推理與統計思考、選用圖表和利用圖像資訊做推論等學習任務，讓學生能更深入地學習統計概念以及應用統計圖表做推理分析。

Content analysis was used to investigate statistical cognition and graph comprehension of two textbooks edited according to 2003 curriculum guidelines. We found that the two textbooks provide substantial learning opportunities for statistical literacy; however, they provide almost no learning opportunities for statistical reasoning and thinking. Furthermore, both of the textbooks provide learning opportunities to interpret graphs by recognizing components and information displayed in graphs, but provide almost no learning opportunities to infer from graphs or choose proper graphs for different situations. This may be because the guidelines only focus on knowing statistical knowledge, drawing graphs, and retrieving information directly. To enhance the ability of students to apply statistical graphs and concepts for making inferences, it is recommended to provide students with tasks for reasoning and thinking statistically, selecting graphs and making inference by analyzing information of graphs.

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