Abstract
This study tried to analyze the problems by critically examining how the pictographs are taught for statistical literacy education in the Korean elementary school mathematics curriculum. First, I analyzed pictographs presented from the 4th mathematics curriculum to 2015 revised curriculum of Korea, in order to find the pedagogical goals of the pictographs in the elementary school mathematics textbooks. In addition, I derived some implications for teaching of pictographs by analyzing the shape of the pictographs in Australia, Singapore, and MiC mathematics textbooks. As a result, pictographs were taught for enhancing algebraic thinking in Korea by combining different sizes of pictures based on the power of 10 units. However, in other countries, the shape of pictographs were chosen based on the comprehension of the unit idea with the aim of developing the statistical literacy required to interpret the various pictographs found in daily life. For the teaching of pictographs for statistical literacy education, it is suggested to use the pictographs with only one size of pictures representing units and various units represented by pictures that are not powers of 10 in the elementary school mathematics curriculum.
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