The Investigation Of Ninth Grade Students' Cognitive Levels In Statistical And Probabilistic Knowledge

Statistics and probability are important knowledge for cultivating students' data processing ability and data analysis literacy.Studying students' cognition status of this part of knowledge can not only understand students' learning difficulties,but also help teachers' teaching.Based on the combing of related literatures,this paper takes students from the four grades of a ninth grade in a middle school in Lanzhou City,Gansu Province as the research object,and uses research methods such as test papers and interviews to collect and organize data from "statistics"."Common Charts","Basic Statistics","Analysis of Data" and "Probability" of "Recognition of Random Events","Size of Event Incidents","Frequency and Probability","Listing Method and Tree" The graph method calculates the probability of several aspects,and investigates the cognitive level of ninth grade students' statistics and probability knowledge.Two problems are specifically studied:(1)the status of cognitive level of ninth grade students' statistical and probabilistic knowledge;and(2)the cognitive confusion of ninth grade students in statistical and probabilistic knowledge learning.Through quantitative and qualitative analysis of the test and interview results,it is known that the ninth grade students' knowledge level of statistical and probabilistic knowledge is mainly at U level,M level and R level,which basically meets the requirements of the curriculum,but there are still many students in Understanding and expression of basic concepts,data analysis calculations,drawing of statistical graphs,understanding of random events,understanding and calculation of probability and frequency,association and differentiation of probability and frequency,and calculation of simple random events using methods of tree diagram and list lattice There are many problems with the probability and so on.In response to these questions,the author puts forward some suggestions for teacher teaching: 1.Grasp the requirements of the curriculum standards and strengthen the construction of teachers themselves;2.Reform teaching methods and improve teachers' teaching quality;3.Grasp the core meaning and optimize students' learning effects;4.Increase the opportunities for activities and improve students' application ability;Clarify cognitive doubts and promote students' cognitive development;Clear random concepts to distinguish students' subjective perceptions;7.Strengthen data calculation and improve students' mathematical literacy;8.Breakthrough the limitations of data and deepen the idea of combining numbers and shapes.