Comparison of statistics learning units in high school mathematics curricula of Estonia, Hong Kong, and Turkey

In this research, a comparison of the high school mathematics curriculum in terms of the statistics learning domain was conducted among Estonia, Hong Kong and Turkey. The aim was to compare the dimensions of objectives, content, teaching-learning processes and assessment. The data were collected through document analysis. The data were analyzed using descriptive qualitative analysis. Findings showed that all three countries have similar aims and goals, indicating that they plan education for reaching similar general purposes. There also are not many differences in the teaching strategies, methods and materials proposed in the teaching-learning processes. However, differences emerge in the learning objectives, content and assessment. The statistics learning objectives included in the Turkish program lag behind the other two countries both quantitatively and qualitatively. It is observed that the Hong Kong and Estonia curriculum have a substantial number and comprehensive content of statistics learning objectives. The statistics learning objectives included in the Turkish high school mathematics curriculum are comparatively narrower in scope and simpler in content compared to the learning objectives of other countries. Hong Kong and Estonia programs have clearer criteria in the assessment process compared to the Turkish program. In summary, while the general objectives and recommendations for the teaching-learning processes are similar, there are differences in learning objectives, content and assessment processes. Therefore, it is recommended that statistics learning objectives, content and assessment dimension in the Turkish high school mathematics curriculum should be considered to be expanded, as in the programs of Hong Kong and Estonia, which are more successful at the international level.