| dc.description.abstract | The purpose of this study is to analyze the statistics contents in Lambacher Schweizer Mathematik (LSM) textbook which was published in Germany in 2003. We classify the topics by using the statistical cognitive analysis table and the graph-chart comprehension analysis table. Therefore, we can use quantitative and qualitative analysis methods to understand what the Germany statistics education focus on. We also investigate how knowledge contents, teaching activities, problem-solving situations of the statistics related units are implemented to integrate the context of the German statistics curriculum.
According to the results of quantitative analysis, the LSM textbook accounts for the largest portion of statistical knowledge among all dimensions of statistical cognition. But the portions of statistical reasoning and statistical thinking still sum up to more than 30%, and each subcategory has a certain number of teaching examples. Among dimensions of graph-chart comprehension, the ability to interpret and graph-chart have higher portions, but of the graphical presentation and critical reflection abilities still account for more than 20%. In addition, the results of the qualitative analysis show that the teaching context of the German statistics curriculum is the construction and comprehension of graph-chart for the sixth grade study, the analysis of the graph-chart for the seventh grade; the statistical graph-chart are designated to the sixth graders, while the seventh graders must choose appropriate graph-charts which suit the purpose. For the content analysis of the topic, the examples in the textbook are categorized into mathematical content, cross discipline thinking, and statistical literacy related questions.
In order to compare textbooks between German and Taiwan on statistical cognition and graph-chart comprehension, we cite the work of Kin-Hang Lei and Kai-Lin Yang (2012). According to the results, although statistics is taught earlier in German (11 and 12 years old) than in Taiwan (14 years old), the proportion of statistical knowledge in the statistical cognition dimension is still higher in Germany. Furthermore, the teaching examples of LSM textbook establish integrated links with mathematical topics such as rate and percentage or cross disciplinary subjects.
On statistics content and statistical topics, most Taiwanese textbooks focus on the understanding of basic statistical knowledge, formula application, simple statistical calculation, graph-chart drawing and direct reading of information in the statistic chart. Therefore the study recommends that textbook editors increase the content of statistical reasoning and statistics thinking. In order to cultivate students with statistical literacy, we should often link problem situation with experience of life.
The results of this study also provide Taiwan statistics course designers as a reference. We also expect to contribute to the design and editing of statistics units in mathematics textbooks.
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