Research On The High School Mathematics Teachers' Understanding Of Probability And Statistics And It's Teaching

With the development of curriculum reform, probability and statistics had been an important content in the mathematics curriculum of elementary and secondary school. But probability and statistics research an uncertain object. It's quite different from traditional teaching subject. So the traditional education concept and teaching method is unconvincing. So how to teach probability and statistics in senior high school is urgent problem. As the probability and statistics instruction were influenced by the teacher's concepts about probability and statistics and their teaching, the research about probability and statistics instruction proved to be an urgent need. We study senior high school teacher's concepts of probability and statistics and their teaching in this paper.There were three parts in the thesis. The first part explained the reasons, the review and the methods of the study. The second part introduced the results of this study. The following three research questions were presented in Chapters 3 and 4. Firstly, what were teachers'comprehensions of probability and statistics?Secondly, what is the attitude and knowledge of teachers about contents of probability and statistics?Thirdly, what is the realistic problem?The result of the investigation indicated that: The senior high school teachers know more of the classic, frequent definition of probability. But they didn't know geometric definition of probability. Very few the teachers referred to axiomatic definition of probability. The three mistakes, equiprobability bias, outcome approach and simple compound approach existed among the teachers. They didn't understand conditional probability and small probability event. The teachers lacked stochastic conceptions of probability and conceptions of statistical inference. The teachers'knowledge storing for future use wasn't sufficient. A lot of teachers didn't know very well of the demands of the new curriculum standard. Curriculum resources aren't sufficient, teachers don't gain sufficient support in teaching and the training for them doesn't make sense. The teachers didn't know of the difficulties of students in their learning.The last part of the thesis summarized the general conclusions of the study again. Further more, some suggestions to teachers, schools and department of educational management were put forward to. We hope these could provide reference to the national implementation of the new curriculum and help teachers in their practice.