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The requirements in statistics education – comparison of PISA mathematical tasks and tasks from the mathematical textbooks in the field of statistics
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2010-12-01
https://doi.org/10.5485/TMCS.2010.0262
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Copyright (c) 2010 Dubravka Glasnović Gracin and Predrag Vuković
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Glasnović Gracin, D., & Vuković, P. (2010). The requirements in statistics education – comparison of PISA mathematical tasks and tasks from the mathematical textbooks in the field of statistics. Teaching Mathematics and Computer Science, 8(2), 263-275. https://doi.org/10.5485/TMCS.2010.0262
Abstract
This work presents the results of the analysis of both PISA items and Croatian mathematical textbooks in the field of statistics.
The analysis shows that PISA's released statistics problems have in many ways different mathematical requirements from the requirements of textbook problems in the statistics chapters, with respect to the mathematical activities, complexity and in the forms of questions. The textbook analysis shows that mathematical examples and problems often require operation and interpretation skills on a reproductive or connections level. Statistics textbook problems are given in the closed-answer form. The results also show that while PISA puts strong emphasis on the statistics field, in the current Croatian curriculum this field is barely present. These discrepancies in requirements and portion of statistics activities surely affect the results of Croatian pupils on PISA assessment in the field of mathematical literacy.
The analysis shows that PISA's released statistics problems have in many ways different mathematical requirements from the requirements of textbook problems in the statistics chapters, with respect to the mathematical activities, complexity and in the forms of questions. The textbook analysis shows that mathematical examples and problems often require operation and interpretation skills on a reproductive or connections level. Statistics textbook problems are given in the closed-answer form. The results also show that while PISA puts strong emphasis on the statistics field, in the current Croatian curriculum this field is barely present. These discrepancies in requirements and portion of statistics activities surely affect the results of Croatian pupils on PISA assessment in the field of mathematical literacy.