- 期刊
Clustering Approach for Statistics Literacy Assessment Based on Ordering Model
摘要
The purpose of this study is to investigate pupils' statistics literacy performance based on fuzzy clustering and continuous ordering theory. The statistics literacy is the performance of knowledge, application, disposition and learning when pupils read daily-life articles. Contents of statistics literacy are graph, average, chance, sample, and variation. In accordance with contents of statistics literacy, the researcher develops five daily-life articles which are related to statistics. Fuzzy clustering is adopted to real the features of statistics literacy distribution. In addition, continuous ordering theory is to display the hierarchical structure among contents of statistics literacy. Results show that all the pupils could be properly classified into four clusters. Each cluster shows its characteristics of performance on contents of statistics literacy. Besides, continuous ordering analysis indicates distinct structures among contents of statistics literacy. There are two implications as to the methodologies of statistics literacy assessment. One is that fuzzy clustering is suitable to classify pupils so as to reveal the cognitive characteristics of statistical literacy. The other is that continuous ordering theory could display the cognitive hierarchies of statistics literacy. Based on the findings, the authors provide some suggestions and recommendations for further studies.
延伸閱讀
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