Research on the Cognitive Degree of Pre-service High School Mathematics Teachers on the Implementation for Data Analysis Literacy

Abstract

Currently, data analysis literacy has attracted more and more attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of pre-service high school mathematics teachers on the implementation for data analysis literacy. In order to better implement the data analysis literacy in the process of middle school education, this study investigates the understanding of pre-service high school mathematics teachers on the implementation of data analysis literacy. This research design adopts the combination of quantitative and qualitative methods. 51 pre-service high school mathematics teachers from a university are selected through cluster sampling. Their cognition of implementing data analysis literacy is investigated through interview, and then the data are classified and coded by list method. It is found that: 1. The scope of cognition of the current pre-service high school mathematics teachers on the implementing for data analysis literacy is not wide, and more than half of the content on the implementing for data analysis literacy previously proposed has not been realized by many pre-service teachers yet; 2. The understanding focuses on that students should experience the whole process of data analysis; 3. The cognition of many pre-service teachers is not reasonable and lacks feasibility or effectiveness, which needs to be further explored and thought. Therefore, it is suggested that: 1. Experts and teachers responsible for training work should provide more teaching practice opportunities for pre-service teachers; 2. Pre-service teachers should pay attention to observing students' learning status in the process of practice, reflect on whether their cultivation strategies are reasonable, and then make further adjustments according to the actual situation of the school and classroom.