A Cross-National Comparison of Statistics Curricula

Abstract

The purpose of this study is to compare Turkey to several other countries such as Singapore, Korea, the United States, and New Zealand according to the field of statistics learning in the curriculum. GAISE (Guidelines for Assessment and Instruction in Statistics Education) framework suggests using the components of statistical process (formulate question, collect data, analyze data, interpret results) and developmental levels of statistical process (Levels A, B, and C) in such comparisons. It is found that in both Korea and Turkey, the number of learning outcomes of statistics, as well as the weight of learning outcomes in the curriculum, have been having a weaker profile than in other countries. The field of statistics learning is mostly condensed around Level A in Turkey. On the other hand, other countries in the study included more Level B and C. Considering the importance of statistics instruction, Turkey's national mathematics curriculum needs improvements in its field of statistical learning. This study suggests designing and developing new standards for teaching statistics that deal with higher developmental levels of statistical process.

Examination of technology-enhanced statistical problem-solving tasks designed by pre-service teachers

“…It was explained to PTs that while preparing task design assignments, they could receive support from the curriculum as well as academic resources. Studies conducted (Batur, et al, 2021) have determined that the curriculum in Turkey mainly includes Level A objectives, followed by Level B objectives. There are no objectives at Level C. Furthermore, Balcı (2023), who examined textbooks and curriculum in Turkey, concluded that the step of interpreting findings in the curriculum is only limited to making interpretations and decisions based on evidence obtained from data analysis and does not explicitly include making inferences.…”

Problem Types Used by Content Areas: A Comparative Analysis on PISA and National Exams

“…Gerçekten de Dünya Bankası"nın 2013 yılında yayınlanan raporunda, öğrenci seçme amaçlı giriş sınavlarının yapılmasının, ülkemizdeki eğitim sisteminin kalitesini olumsuz etkilediği ifade edilmiştir (World Bank, 2013). Diğer yandan, ülkemizin uluslararası karşılaştırmalı sınavlarda veri işleme ve istatistik konularına ilişkin düşük başarı ortalamalarına sahip olması, öğretim programındaki bu öğrenme alanı ve ilgili kazanımların, günlük yaşamla ilişkilendirme ve muhakeme gibi beceriler dikkate alınmadan sadece temel düzeyde şekillendirilmesinden kaynaklandığı da düşünülmektedir (Batur, Özmen, Topan, Akoğlu ve Güven, 2021). Dolayısıyla öğretim programlarının da değerlendirmeleri etkilediği çalışma sonuçlarına göre aşikardır.…”

International Perspectives on Early Statistical Thinking: Comparison of Primary School Curricula in Different Countries

“…Based on this updated vision, the comparison is structured using the four-step statistical problem-solving process, organised into three developmental levels (A, B, and C) with the enhanced recommendations found in the GAISE II report. See also Batur et al (2021) for an evaluation of the content of the learning outcomes related to statistics in the Turkish mathematics curriculum (Grades 1-12) in comparison with other countries, including Singapore, South Korea, the United States, and New Zealand, using the GAISE I framework (Franklin et al, 2007). Although the learning goals in each level stated in the report are not intended for specific grade levels, they are aligned with students' development in statistical literacy and thus we focus on level A content to compare curricular documents on early statistical thinking from pre-school to grade 4.…”