Analysis of Statistical Problems in Mathematics Textbooks Based on Inferentialism: Case Study on the First Grade of Junior High School

Abstract

　　It is pointed out that statistics education has a challenge that statistical knowledge that is closely related to a real context cannot be used for solving statistical problem practically.  Inferentialism, which R. Brandom  originally proposed in pure philosophy, brings new light to statistics education research, and it has the potential to be a solution to the traditional challenge to avoid inert statistical knowledge.  In the paper, statistical problems in mathematics textbooks at the first grade of junior high school were analyzed from the perspective of Inferentialism to investigate a part of the cause of the challenge.  Intentionality given by the problem and its abstraction level were used as the framework of the analysis.  Specifically, all statistical problems in seven mathematics textbooks were categorized by giving conceptual or concrete intentionality.  As a result, it is found that most of statistical problems in the textbooks give conceptual intentionality.  Certainly, they appear to be strongly related to real contexts, but in fact they just wear realistic dresses.  Based on the result, the traditional problem of acquiring inert knowledge in statistics education can be understood as an obvious phenomenon derived from typical statistics teaching and learning.  In other words, it can ironically explain that inert statistical knowledge has been acquired as an outcome of statistics teaching and learning.  In order to avoid inert statistical knowledge, it is necessary to let learner tackle statistical problems that give concrete intentionality, and master knowing-how to consider which known statistical knowledge can be applied from the viewpoint of contextual knowledge.