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《全日制义务教育数学课程标准(实验稿)》(以下简称《标准》)明确要求“通过实验,获得事件发生的频率;知道大量重复实验时频率可作为事件发生概率的估计值”.但实验不好控制,实验结果千差万别,效果不佳.实验到底做多少次合适呢?从理论上讲越多越好,但由于时间等诸多因素的制约,
Full-time compulsory education math course standard (experimental draft) “(hereinafter referred to as the” standard “) explicitly required” through experiments to get the frequency of events; know a large number of repeated experiments frequency as an event probability estimates. "But the experiment Not good control, experimental results vary widely, the effect is not good.Experiment in the end how many times to do it? Theoretically speaking, the more the better, but due to time constraints and many other factors,