{"title":"课本任务提供的学习平均数、中位数和模式的机会","authors":"Karin Landtblom","doi":"10.52041/serj.v22i3.655","DOIUrl":null,"url":null,"abstract":"This research paper examines tasks related to mean, median, and mode in seven Swedish textbook series for students aged between 10–13 years. The tasks were analysed based on context, mathematical properties, input and output objects, and transformations. These categories allowed for a thorough analysis of the opportunities afforded to students to understand these measures. The analysis revealed that most tasks focus on the mean and on procedural transformations with quantitative values. The findings suggested that the textbooks do not afford enough explicit context for students to develop a deep understanding of the mathematical properties of different measures of central tendency. By analysing various textbooks, a broader understanding of the learning opportunities afforded to students was gained. The discussion includes the implications of these results for task design.","PeriodicalId":38581,"journal":{"name":"Statistics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"OPPORTUNITIES TO LEARN MEAN, MEDIAN, AND MODE AFFORDED BY TEXTBOOK TASKS\",\"authors\":\"Karin Landtblom\",\"doi\":\"10.52041/serj.v22i3.655\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This research paper examines tasks related to mean, median, and mode in seven Swedish textbook series for students aged between 10–13 years. The tasks were analysed based on context, mathematical properties, input and output objects, and transformations. These categories allowed for a thorough analysis of the opportunities afforded to students to understand these measures. The analysis revealed that most tasks focus on the mean and on procedural transformations with quantitative values. The findings suggested that the textbooks do not afford enough explicit context for students to develop a deep understanding of the mathematical properties of different measures of central tendency. By analysing various textbooks, a broader understanding of the learning opportunities afforded to students was gained. The discussion includes the implications of these results for task design.\",\"PeriodicalId\":38581,\"journal\":{\"name\":\"Statistics Education Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-12-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Statistics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.52041/serj.v22i3.655\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Statistics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52041/serj.v22i3.655","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
OPPORTUNITIES TO LEARN MEAN, MEDIAN, AND MODE AFFORDED BY TEXTBOOK TASKS
This research paper examines tasks related to mean, median, and mode in seven Swedish textbook series for students aged between 10–13 years. The tasks were analysed based on context, mathematical properties, input and output objects, and transformations. These categories allowed for a thorough analysis of the opportunities afforded to students to understand these measures. The analysis revealed that most tasks focus on the mean and on procedural transformations with quantitative values. The findings suggested that the textbooks do not afford enough explicit context for students to develop a deep understanding of the mathematical properties of different measures of central tendency. By analysing various textbooks, a broader understanding of the learning opportunities afforded to students was gained. The discussion includes the implications of these results for task design.
期刊介绍：
SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.
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