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Overall Understanding of the Middle School Mathematics Course in Teaching Statistics Main Line

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Abstract

Compared with statistical teaching in foreign countries, research on its development is relatively late in China. We found no concrete cases in statistical teaching in China, although the curriculum standard explicitly points out the case of statistics is so important. This chapter describes our understanding of the teaching statistics main line in middle school mathematics course, providing a more feasible pattern for China’s statistics teaching. Suggestions for teaching are provided.

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Jian, G., Xue, B., Peng, W., & Qiusheng, L. (2014). Overall understanding of the middle school mathematics course in teaching statistics main line. In D. Ben-Zvi, & K. Makar (Eds.), Teaching and learning of statistics: International perspectives (pp. 121–122). Haifa, Israel: Statistics Education Center, The University of Haifa.

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References

  • Chen, X. (2002). The brief mathematical statistics. Changsha, China: Hunan Education Press.

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  • Darrell, H., & Liao, Y. (Trans.). (2002). How to lie with statistics (p. 5). Shanghai, China: Shanghai University of Finance & Economics.

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  • Gudmund, R. I., & Gergen, M. (1997). Statistics the conceptual approach (X. Wu, Trans.). CHEP. New York: Springer.

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Correspondence to Guan Jian .

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Jian, G., Xue, B., Peng, W., Qiusheng, L. (2016). Overall Understanding of the Middle School Mathematics Course in Teaching Statistics Main Line. In: Ben-Zvi, D., Makar, K. (eds) The Teaching and Learning of Statistics. Springer, Cham. https://doi.org/10.1007/978-3-319-23470-0_15

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  • DOI: https://doi.org/10.1007/978-3-319-23470-0_15

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-23469-4

  • Online ISBN: 978-3-319-23470-0

  • eBook Packages: EducationEducation (R0)

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