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An examination of descriptive statistical knowledge of 12th-grade secondary school students - comparing and analysing their answers to closed and open questions.

Authors :
JÁNVÁRI, ZSUZSANNA
Source :
Teaching Mathematics & Computer Science; 2023, Vol. 21 Issue 1, p63-81, 19p
Publication Year :
2023

Abstract

In this article, we examine the conceptual knowledge of 12th-grade students in the field of descriptive statistics (hereafter statistics), how their knowledge is aligned with the output requirements, and how they can apply their conceptual knowledge in terms of means, graphs, and dispersion indicators. What is the proportion and the result of their answers to (semi-)open questions for which they have the necessary conceptual knowledge, but which they encounter less frequently (or not at all) in the classroom and during questioning? In spring 2020, before the outbreak of the pandemic in Hungary, a traditional-classroom, "paper-based" survey was conducted with 159 graduating students and their teachers from 3 secondary schools. According to the results of the survey, the majority of students have no difficulties in solving the type of tasks included in the final exam. Solving more complex, open-ended tasks with longer texts is more challenging, despite having all the tools to solve them, based on their conceptual knowledge and comprehension skills. A valuable supplement to the analysis and interpretation of the results is the student attitudes test, also included in the questionnaire. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
15897389
Volume :
21
Issue :
1
Database :
Complementary Index
Journal :
Teaching Mathematics & Computer Science
Publication Type :
Academic Journal
Accession number :
174264826
Full Text :
https://doi.org/10.5485/TMCS.2023.0549