earticle

영어

This study analyzed the level of statistical thinking possessed by 482 elementary school students in Seoul, and then investigated how statistical thinking differs according to the mathematics learning style, and analyzed the characteristics according to it. To this end, the statistical thinking level and the theoretical framework of the mathematics learning style were analyzed, and the characteristics of statistical thinking in the mathematics learning style possessed by elementary school students were investigated through a test sheet. As a result of the study, First, looking at the results of analyzing the relationship between mathematics learning style and statistical thinking, some sub-items of statistical thinking showed statistically significant differences according to mathematics learning style. Second, rather than seeing that the learner's learning type is determined from the beginning, it can be fostered by appropriate guidance and educational experience. In order to improve the students' statistical thinking level, statistical learning can be performed by devising a teaching method suitable for the students' math learning style It is necessary to be guided. It is important to cultivate statistical thinking in elementary statistics education. Teachers should ask students to think about ways to develop statistical thinking. However, the role of teachers alone will not foster statistical thinking. If we study the intrinsic tendency of students, such as mathematics learning style, and think of a reasonable teaching and learning method accordingly, We think that it will contribute to cultivating students' statistical thinking and developing statistical education.

한국어

본 연구는 서울시 소재 초등학생 482명이 지니고 있는 통계적 사고 수준을 분석한 후, 수학 학습 양식이 통계적 사고 수준에 어떻게 영향을 미치는지 알아보고자 하 였다. 이에 따라 수학 학습 양식과 통계적 사고 수준의 이론적 틀을 분석하고, 검 사지를 통해 초등학생들이 지니고 있는 수학 학습 양식에 따른 통계적 사고의 수 준을 알아보았다. 연구 결과 일부의 통계적 사고 하위 항목에서 수학 학습 유형과 통계적 사고 수준이 연관성이 있었고, 통계적으로 유의미한 차이를 보였다. 이를 통해 초등 통계 교육에서 통계적 사고 수준 향상을 위한 방향성을 제시하였다.