2–sho’ba ilg‘or xorijiy tajribalar, xalqaro baholash dasturi talablari orqali o‘qitish metodologiyasini takomillantirish

Discussion. The findings of this study provide insights into the potential of data analysis (data–driven instruction) as a pedagogical tool in middle school mathematics. The study showed that data analysis can improve students’ mathematical understanding and skills, particularly in areas related to statistics and probability as in Jones and Thornton (2005). The study also demonstrated that data analysis activities can create a positive and interactive learning environment and foster students’ critical thinking skills.
These findings have significant implications for mathematics education in the Republic of Türkiye and other countries. The study suggests that data analysis should be incorporated into middle school mathematics curricula as a core teaching strategy. This approach can help students develop the necessary skills to analyse and interpret data and make informed decisions based on evidence. It can also contribute to the development of students’ mathematical reasoning and problem–solving skills as well as help them relate mathematical context with real–life [9].
The study also highlights the importance of teacher training and support in implementing data analysis activities in the classroom. Teachers need to be familiar with data analysis techniques and how to integrate them into their teaching practice effectively in this context as previously suggested by various researchers in other contexts [4, 8]. Professional development programmes can provide teachers with the necessary knowledge and skills to implement data analysis activities and support their students’ learning.
There are some limitations to this study that should be considered. The sample size of 30 students is relatively small, and the study was conducted in a single classroom in the Republic of Türkiye. The findings may not be generalizable to other contexts, and further research is needed to investigate the effectiveness of data analysis as a teaching strategy in other countries and contexts. Additionally, the study did not investigate the long–term impact of data analysis on students’ learning outcomes. Future research could explore the sustainability of the benefits of data analysis as a teaching strategy over time.