Research On The Errors And Countermeasures Of High School Students' Learning Classical Probability

Classical probability is an important tool to solve real-life problems of probability, and animportant part in the new curriculum of high school mathematics, and an importantprobability model for the probability of learning has far-reaching significance. However, dueto the limited understanding of the high school students real-life stories about the type of theclassical probability, the use of classical generally not enough skilled, so sophomore studentsin learning that part of the time, especially when there will do this or that such practice thatmistake.The aim of this subject is to understand the types of errors and their causes of highschool students in the learning process of classical probability emerged, develop ingappropriate teaching strategies.This paper check out the article about the process of learning the classical probability oferrors, their causes, countermeasures against documentation errors and other content, thestudy of the status quo of the classical probability preliminary analysis, and the error appearsin mathematics learning, learning all type errors of high school students Almost duringclassical defines, for high school students to learn the classical probability, the error willappear in practical exercises were categorized; how serious investigation through interviewsfrom students’ understanding of the concept of knowledge, learning, and teachers in dealingwith classical this module lectures on probability during the drawbacks to find a cause, wereattributed to errors; and finally to the students to make mistakes based on reason, look forways to avoid the error occurred.This paper summarized sophomore student learning classical probability errors during theprocess, conducted an investigation and emp irical research, design developed classicalgenerally based on a questionnaire. Through analysis of the results of the survey found that:High School students in the learning process of classical probability appeared in five differentdegrees of error: the classical probability concept and basic events defined error, the erroroccurs when the total number of basic statistical event, the use of classical probabilityformulas for the calculation of the probability of error, error solving the opposite event ofrandom events, the use of classical probability error type of random events as a whole andpartial analysis. In addition, high school students for real life some of the specific issues ofsubjective awareness of the existence probability of error, a nd in this regard a significantdifference in survival between men and women, boys use classical generally estimate theprobability of actual ability and subjective awareness of the problem better than girls. This paper summarizes the high school students in the learning process of classicalprobability pitfalls, through interviews with the students participating in the survey, carriedout for the wrong attribution analysis, the reasons for these errors and appropriate from theperspective of teachers proposed to avoid these mistakes the strategy: to highlight the focus,counter-examples to practice, to deepen the impression of strategy; divergent thinking,clever strategies to solve number of basic events; standardized problem-solving steps todevelop fixed-step problem-solving strategies; multi-faceted thinking, using inverse withmixed use a combination of strategies; partial to the whole question of policy analysissteeled; classical probability estimation method using actual probability. Fina lly, the abovestrategies designed classical generally first class teaching cases.