Research on Statistical Literacy Using Japanese Textbooks - A Comparison of Elementary School Arithmetic Textbooks and Junior High School Mathematics Textbooks

摘要

There are many forms of statistical data, and it is necessary for students to acquire reading comprehension and critical thinking skills in order to judge the reliability of such data. Using the results of the PISA and TIMSS surveys, Seiji M. & Tatsuya H. (2015) show that students' reading comprehension and critical thinking abilities as they pertain to assessing statistical data have decreased [1]. The purpose of this study is to quantitatively analyze a number of issues related to statistical literacy derived from mathematics textbooks in Japan's elementary schools and junior high schools. Problems focusing on reading comprehension and critical thinking abilities seldom appear in elementary school arithmetic and junior high school mathematics textbooks. Thus, this paper suggests that the decrease in reading comprehension and critical thinking skills is due in part to the lack of opportunities for students to solve problems targeting these skills. For this reason, teachers must teach reading comprehension and critical thinking by using additional teaching materials.