Research on the Cognitive Degree of Pre-service High School Mathematics Teachers 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 data analysis literacy of pre-service high school mathematics teachers. This study investigates 51 pre-service high school mathematics teachers' cognitive degree of data analysis literacy by using the method of open interview. After analyzing, it is found that: 1. The scope of cognition of the current pre-service high school mathematics teachers' data analysis literacy is not wide, and more than half of the content of data analysis literacy has not been realized by many pre-service teachers yet; 2. The cognition of many pre-service teachers is not deep and lacks continuity or gradualness; 3. The cognition of many pre-service teachers for many aspects of data analysis literacy is not very clear. Therefore, it is suggested that: 1. Experts and teachers responsible for training work should pay more attention to data analysis literacy and add relevant courses; 2. Pre-service high school mathematics teachers should understand the content of data analysis literacy comprehensively and deeply and clarify relevant statements.