Open AccessAn Analysis of the Statistics Content in Nepali School Textbooks
Author(s) -
Dustin L. Jones,
Deepak Basyal
Publication year - 2019
Publication title -
mathematics education forum, chitwan
Language(s) - English
Resource type - Journals
ISSN - 2645-8500
DOI - 10.3126/mefc.v4i4.26356
Subject(s) - nepali , mathematics education , content analysis , task (project management) , curriculum , computer science , mathematical statistics , statistics , statistical analysis , statistics education , psychology , mathematics , pedagogy , social science , linguistics , sociology , engineering , philosophy , systems engineering
To determine the nature and extent of the statistics content that Nepali students may learn in school, we examined mathematics textbooks for grades 4-10 from five different publishers. All of the tasks in each statistics chapter were examined, for a total of 1755 tasks across 35 textbooks. Each task was classified according to the phases of the statistical problem-solving process (formulate questions, collect data, analyse data, interpret results) that were addressed. Nearly every task required students to analyse data; the other phases were rarely addressed. Additionally, tasks addressing the analysis phase were coded according to analysis activities; the majority of these tasks required students to read a display and perform a mathematical calculation. For each series, at least two-thirds of the statistics tasks followed a similar worked example. Based on these findings, we offer recommendations for teachers, text book writers, and the Curriculum Development Centre.