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All Journal Journal of Education and Learning (EduLearn) Journal of Instructional Mathematics
Dhanachat Anuniwat
Hiroshima University
Humanities Education Library & Information Science Mathematics Social Sciences Other

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Intended Statistics Curriculum at the Elementary Level: Thailand vs. Indonesia Dhanachat Anuniwat; Yoga Dwi Windy Kusuma Ningtyas
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2131

Abstract

Mathematics occupies a central role in school education, with the mathematics curriculum serving as a critical tool for guiding curriculum reform. To identify the need for reform in specific contexts, it is necessary to examine curricula from a comparative perspective. Such an approach can yield valuable insights into the directions and priorities for curriculum reform. Accordingly, this study examined the current status of the intended statistics curriculum in Thailand and Indonesia. A qualitative content analysis was employed as the research design, with one mathematics curriculum document from Thailand and one from Indonesia purposively selected for analysis. The findings reveal that, in the domain of statistics, Indonesia introduces probability alongside statistics at the elementary level, whereas Thailand does not include probability at this stage. Furthermore, both countries place limited emphasis on incorporating a comprehensive statistical problem solving process within their curricula. It is important to note that this study focuses exclusively on the intended curriculum; further research is required to provide a more nuanced understanding.
Box plots-based informal inferential reasoning levels in Thai lower secondary students Dhanachat Anuniwat; Supanida Silaba
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.26142

Abstract

This study investigated students’ informal inferential reasoning (IIR) levels when interpreting and comparing box plots. This case study purposively selected 36 grade 9 students from a public secondary school in Bangkok, and 29 complete worksheets were analyzed. Using content analysis, the responses were iteratively coded using Pfannkuch’s four levels of IIR (levels 0-3). Responses were distributed across all four levels, predominantly at levels 2 and 3. Level 0 responses identified single values without comparing distributions, while level 1 responses relied on everyday visual descriptions with limited statistical evidence. Level 2 responses justified conclusions using a single distributional feature, whereas level 3 responses coordinated multiple distributional features but often reflected area-represents-frequency-schema heuristics. Instructional design should emphasize integrating multiple distributional features to strengthen reasoning. These findings provide guidance for supporting students’ IIR through box plot instruction.
Co-Authors Supanida Silaba Yoga Dwi Windy Kusuma Ningtyas