A Study On The Development Of Probabilistic Cognitive Strategies For Children In The Fifth Grade

Probabilistic content is now one of the important topics in the compulsory education stage.In the past studies,the focus of children's probabilistic cognition research is mostly on the “macro level” of cognitive level and its development,but not on the development of children's probability cognition from the perspective of dynamic and development.This study studies the strategies and developments of children's probability cognition from a more micro level.This study mainly conducts the teaching of probabilistic cognition strategies for students in the fifth grade of a primary school in Hangzhou through micro-generation.In order to fully understand the development of the fifth-grade children's probabilistic cognitive strategies,the following specific questions are raised: What is the specific strategy list for the fifth-grade children in the cognitive tasks of probability? How do cognitive strategies evolve as the cognitive phase advances? What is the path of change? What is the relationship between children's use of probabilistic cognitive strategies and mathematics learning achievements? There is no delay effect on the fifthgrade children's probability cognition strategy.The implementation process of this research is as follows: based on the research questions,the literature has been revised and set up several closely related nine cognitive tasks.Each cognitive task has four development stages,namely pre-test,intervention,and post-test.,migrate.After the classroom intervention for each task,some students were interviewed.It took more than a month to conduct two cognitive tasks on average every week.A large posttest was conducted one week after the end of the nine missions,and a delay test was conducted after nearly six months.The collected data was processed and analyzed by Excel and SPSS21.0,and the following conclusions were drawn:(1)The fifth grade children used a total of 24 cognitive strategies in the learning of probabilistic cognitive tasks,namely 10 correct cognitive strategies and 14 wrong cognitive strategies.(2)The use of strategies in the learning of probabilistic content by fifthgrade children is a process of constant selection and change.In the same experimental phase,different children use different strategies in the same task,and different strategies are used for different problems.(3)The trend of the individual's individual policy change path and the overall change path are generally consistent.(4)Children's mathematics academic achievements are not directly related to the learning of probabilistic cognitive strategies.(5)This study shows that some cognitive strategies in fifth-grade children have a delayed effect in the study of probability concepts.Based on this,the following suggestions are proposed: cognitive strategies should be practiced and consolidated at the beginning of learning in the process of probabilistic learning;The wrong strategy generated by the original knowledge;the increase of probability knowledge learning in the fifth grade and before to enhance the students' interest in mathematics learning;the fifth grade children can not distinguish between the independent repeat probability model and the complex classical probability model,so it should not be involved.