What are the difficulties in statistics and probability?

Puspitasari, Nitta; Afriansyah, Ekasatya Aldila; Nuraeni, Reni; Madio, Sukanto Sukandar; Margana, Akhmad

doi:10.1088/1742-6596/1402/7/077092

Cited by 6 publications

(7 citation statements)

References 3 publications

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“…This is due to the fact that pupils are not accustomed to d oing so during the learning process. Thus, teachers can help develop students' capacity to think logically through a range of learning method ologies, and eventually they will grow acclimated to working on statistical and probability issues (Puspitasari, Afriansyah, Nuraeni, Madio, & Margana, 2019). Logical mathematical thinking abilit ies need to be taught in a creative way that offers pupils the chance to use and develop skills in order to overcome challenges in completing assignments.…”

Section: Education and Issues In Statisticsmentioning

confidence: 99%

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Gulzhaukhar,

Aigul,

Aizada

et al. 2024

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Statistics and probability is one branch of mathematics with numerous conceivable outcomes and problem-solving circumstances that require a basic problem-solving aptitude. The purpose of this study is to determine the need for high school mathematics teachers to teach statistics and probability, which would serve as a basis for improving the level of teaching statistics and mathematics in general. A descriptive research method was applied in this study, and a two-part survey was employed as the primary method of data collection. A total of 34 secondary school mathematics teachers from 23 private and public secondary schools in Kazakhstan acted as respondents to answer a specially designed questionnaire. The mean value, percentage of frequency, standard deviations, correlation, regression, percentage of correct answers and average percentage scores were used. Based on the responses, the respondents have a low level of knowledge regarding the content of statistics, but their students have satisfactory results in statistics and mathematics. The results of this study will give scientists an idea of how to improve the level of training of mathematics teachers. In addition, since higher educational institutions are engaged in the training of mathematics teachers, they need to think about the methodology of teaching statistics, as well as teacher training institutes, to adapt courses and seminars for teachers.

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Section: Education and Issues In Statisticsmentioning

confidence: 99%

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Gulzhaukhar,

Aigul,

Aizada

et al. 2024

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“…Study shows similar results to [1], i.e., students had difficulty understanding and analyzing problems, were not careful when solving problems and too hasty in their rush to solve problems. Students' difficulties with geometry tasks have been discussed by Kuzniak and Rauscher [12], Retnawati et al [13] and Smith [14]; and those connected with calculus of probability and statistics have been presented by Puspitasari et al [15] or Garfield and Ahlgren [16]. Puspitasari [15] claims that improving ability to think logically is the key to better handling with statistical and probability problems.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students' difficulties with geometry tasks have been discussed by Kuzniak and Rauscher [12], Retnawati et al [13] and Smith [14]; and those connected with calculus of probability and statistics have been presented by Puspitasari et al [15] or Garfield and Ahlgren [16]. Puspitasari [15] claims that improving ability to think logically is the key to better handling with statistical and probability problems. However, we cannot compare this result with students point of view, because research did not contain questionary.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Different levels of education are also taken into account: from primary education to higher education, which have been studied by Saeed [5], Udousoro [6] or Hamukwaya [1]. The aim of our research is to examine the relationship between the results of the electronic mock exam in mathematics at the eighth grade level and the final exam with answers to survey questions regarding the use of mathematical skills in the future, and the strengths and weaknesses in mathematics declared by the participants [4,[7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24]. The problem of sustainability in mathematics education has been discussed for two decades.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Students’ Mathematical Skills in Relation to Their Strengths and Weaknesses, at Different Levels of the European Qualifications Framework

Stańdo,

Kołodziejski,

Fechner

2023

Sustainability

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Many scientific studies focus on finding the relationship between students’ mathematical skills and socio-economic, demographic, and ontogenetic factors. In this publication, we answer the question of how students’ mathematical skills are achieved in relation to their strengths and weaknesses, also with regard to the use of mathematics in everyday life. In this article, we examine the relationship between the results of the mock final math exam for eighth grade primary school students/final year high school students and additional math classes, the application of math in everyday life and the greatest difficulties with specific areas of taught material. The study was conducted in Poland on almost ten thousand eighth graders and high school leavers who took part in mock exams online, respectively: eighth-grader exam, and school-leaving maturity exam. The participants of these online exams were asked to respond to a survey that pertained to their math grades, attending additional math classes, their perceived most useful mathematical topics in everyday life and future professional work, and identification of their strengths and weaknesses. In the following paper, the relationships between the answers to the survey questions and the results of the mock online exam are analyzed. The results indicate that there are differences in the area of results of the mock exam and answers about strengths and weakness in mathematical literacy. The analysis of answers about use the mathematical knowledge are different for eight-graders and high-school students. Eight-graders indicate the importance of arithmetic operations while high -school students point out more abstract topics like probability, statistics and geometry. The results of the study are compared to the existing results.

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“…Secara hakikatnya, matematika merupakan ilmu yang sistematik dan mengandung arti bahwa konsep didalamnya saling terkait satu sama lain (Puspitasari, Afriansyah, Nuraeni, Madio, & Margana, 2019). Tujuan belajar matematika (Ariawan & Nufus, 2017;Surya & Syahputra, 2017), yaitu: 1) siswa mampu memahami, menjelaskan, dan mengaplikasikan konsep matematika secara tepat dalam menyelesaikan permasalahan matematika; 2) siswa mampu bernalar dan melalukan manipulasi matematis, serta membuktikan dan menjelaskan gagasan suatu pernyataan matematika; 3) siswa mampu menyelesaikan permasalahan matematis secara sistematis; dan 4) siswa mampu mengomunikasikan ide/gagasan dengan rumus/symbol/table/grafik/diagram untuk menjelaskan permasalahan yang dihadapi.…”

Section: Pendahuluanunclassified

Kemampuan Komunikasi Matematis Siswa SMP pada Topik Penyajian Data di Pondok Pesantren

Purnamasari,

Afriansyah

2021

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Siswa tidak mempunyai keberanian untuk bertanya ketika menemukan masalah yang sulit, karna itu kemampuan komunikasi matematis siswa sangat penting untuk dimiliki. Penelitian ini bertujuan untuk memperoleh keterangan lebih lanjut tentang kemampuan komunikasi matematis siswa. Metode penelitian yang digunakan adalah penelitian kualitatif. Subjek penelititan ini adalah 4 siswa kelas VII di Pondok Pesantren At-Taufik Ciucing. Teknik pengumpulan data yang digunakan adalah tes, wawancara, dan observasi. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan kondisi akhir dari kemampuan komunikasi matematis siswa, yaitu: indikator pertama sebesar 81,25% artinya sebagian kecil siswa tidak dapat merepresentasikan permasalahan yang dihadapi; indikator kedua sebesar 62,75% artinya sebagian besar siswa mengalami kesulitan dalam hal menjelaskan ide permasalahan secara lisan ataupun tulisan; indikator ketiga sebesar 93,75% artinya hampir semua siswa dapat melukiskan permasalahan pada suatu gambar/diagram; dan indikator keempat sebesar 62,5% artinya sebagian besar siswa mengalami kesulitan dalam hal ini. Students do not dare to ask questions when they find difficult problems, therefore students' mathematical communication skills are very important to have. This study aims to obtain further information about students' mathematical communication skills. The research method used is qualitative research. The subjects of this research were 4 students of class VII at Pondok Pesantren At-Taufik Ciucing. Data collection techniques used are tests, interviews, and observation. Data analysis techniques used are data reduction, data presentation, and concluding. The results of this study indicate the final conditions of students' mathematical communication skills, namely: the first indicator is 81.25%, meaning that a small number of students cannot represent the problems they face; the second indicator of 62.75% means that most students have difficulty in explaining problem ideas orally or in writing; the third indicator of 93.75% means that almost all students can describe the problem on a picture/diagram; the fourth indicator of 62.5% means that most students have difficulty in this matter.

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What are the difficulties in statistics and probability?

Cited by 6 publications

References 3 publications

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

The influence of teachers’ statistics knowledge on the academic performance of high school students in math lessons

Assessment of Students’ Mathematical Skills in Relation to Their Strengths and Weaknesses, at Different Levels of the European Qualifications Framework

Kemampuan Komunikasi Matematis Siswa SMP pada Topik Penyajian Data di Pondok Pesantren

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