STATISTICAL THINKING AT EARLY PRIMARY SCHOOL LEVELS: CURRICULUM PERSPECTIVES IN UAE TEXTBOOKS

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-07-31 DOI:10.52041/serj.v22i2.447

Rafiq Hijazi, Ali S. Shaqlaih

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引用次数: 0

Abstract

Developing statistical thinking is vital to fostering students’ critical thinking; however, it requires suitable curricula, appropriate textbooks, and well-prepared teachers. For many decades, statistics education was almost absent in the K–12 education in the Arab world. During the past few years, noticeable education reform efforts at all educational levels have introduced advanced curricula that aim to equip students with the skills that would enable them to compete internationally. This study aims to analyze the new statistics curricula in the United Arab Emirates (UAE), as a leading educational model, and assess their alignment with the best international practices in developing statistical thinking at the primary school levels. Content analysis of the statistics component in mathematics textbooks from Grades 1–4 in UAE is presented in this paper, benchmarking the statistics content with the best international practices. Finally, recommendations on efficient and practical approaches to ensure appropriate development of statistical thinking at early educational stages are showcased.

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小学早期阶段的统计思维:阿联酋教科书中的课程视角

培养统计思维是培养学生批判性思维的关键;然而，它需要合适的课程、合适的教科书和准备充分的教师。几十年来，统计教育在阿拉伯世界的K-12教育中几乎是缺席的。在过去几年中，各级教育进行了引人注目的教育改革努力，引进了先进的课程，目的是使学生掌握能够在国际上竞争的技能。本研究旨在分析阿拉伯联合酋长国(UAE)作为领先教育模式的新统计学课程，并评估其在小学阶段发展统计思维方面与国际最佳实践的一致性。本文对阿联酋1-4年级数学教科书中的统计部分进行了内容分析，并将统计内容与国际最佳做法进行了比较。最后，对有效和实用的方法，以确保统计思维在早期教育阶段的适当发展的建议。

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来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

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.