Investigation and enlightenment on the current status of teaching "Statistics and Probability" in junior high schools

To investigate the issues in the teaching of "Statistics and Probability" in junior high schools during the implementation of the new curriculum, a questionnaire survey was conducted among 318 ninth-grade students, and interviews were held with the subject teachers. The results showed that: (1) Students highly recognized the importance and applicability of "Statistics and Probability" knowledge. However, there was a significant gap between the statistical activity experience currently accumulated by students and the requirements set by the Compulsory Education Mathematics Curriculum Standards (2022 Edition).(2) Students were able to abstract real-world problems into "Statistics and Probability" models, but there were significant differences in their abilities to use these models to solve problems, as well as in their skills of result verification, discussion, and interpretation. (3) Students generally held an exam-oriented mindset. (4) Classroom teaching tended to focus on lectures and case studies, lacking interactive elements such as group discussions and presentation of results. (5) There was a positive correlation between students’ emphasis on knowledge, recognition of its application value, and the development of model concepts. (6) Male students had a higher average level of basic knowledge mastery and model concept development than female students. (7) Differences in the development of model concepts were observed among students from different class levels. (8) The degree of students’ weak foundations was positively correlated with their attitudes towards coping with exams.Suggestions:(1) Enhance students’ willingness and interest in learning, strengthen their recognition of practical applications, and establish a correct learning perspective.(2) Ensure sufficient time for thinking and discussion, provide appropriate cognitive scaffolding, and implement targeted teaching.(3) Select real-world materials, explore mathematical modeling contexts, and strengthen value guidance.(4) Enrich the forms of statistical activities, consolidate foundations based on experience, and develop model concepts.(5) Promote communication through group cooperation, implement evaluations to ensure effectiveness, and advocate interdisciplinary integration.