Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Analysis of statistical tasks in elementary and junior high school mathematics textbooks based on the statistical problem-solving cycle

Document Type : Original Article

Authors
Abolfazl Rafiepour 1
Reza Moeti 2
1 Shahid Bahonar University of Kerman
2 Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman
10.22034/cstp.2025.544914.1099
Abstract
This study aimed to examine the statistical tasks in mathematics textbooks for primary and lower secondary education in Iran. To this end, all tasks from grades 2 to 9 were extracted and analyzed based on a six-dimensional framework and the stages of the statistical problem-solving process (formulating questions, collecting, analyzing, and interpreting data). The findings indicated that most tasks focused on the “data analysis” stage, with less attention given to question formulation. The distribution of tasks was uneven; for example, there were no statistical tasks in grade 9, and grade 6 had the lowest share. In grade 7, despite a higher number of tasks, no new concepts were introduced. Overall, tasks were mostly closed-ended and semi-realistic, and there was a lack of coherence and balance in the progression of complexity, diversity of responses, and connection to real-life across the different grades. Additionally, there was no evidence of technology use. These findings highlight the need to reconsider and revise curriculum content design.
Keywords
Statistics and data science education
math textbooks
statistics homework
context-based analysis

Subjects