ABOUT ERRORS AND DIFFICULTIES MATHEMATICAL STATISTICAL AND ECONOMETRICAL CONCEPTS

Introduction. There was singled out number of reasons of large number of students mistakes in understanding of the basic conceptions of mathematical statistics and econometrics: it is well-known, that courses of mathematical statistics and econometrics have a little time in comparison with other disciplines of mathematical cycle; the researches conducts in tentative situations and it is important to note, that it occurs a faint link with audience; students acquire the main statements in institutions of higher education (the school education has no reference to this material). Purpose. The purpose of the article – is to help in detection and overcoming the problems related with difficulties and mistakes during the studying of mathematical statistics and econometrics. Methods. The main part of theoretical and tentative researches in mathematical education come of the fact, that students have notable difficulties in solving tasks and interpretation of relevant principles. Results. There is a certain regularity in wrong cogitations, that students suppose. It is important to pay attention on the peculiarities of cognitive contradictions: a) contradiction is a knowledge, not a lack of it; b) student uses this knowledge to find a right answer in given context; c) when knowledge uses above context it generates mistakes; general answer require other point of view; d) student ignores contradictions, which ones produce obstacles, and stand against gaining much deeper knowledge; it is necessary to find obstacles and replace them by dint of new approach in studying; e) contradictions recurring occasionally. Originality. It is important to note the peculiarities of nascence of difficulties and mistakes in learning such topics as frequency tables and graphical representation of data, statistical average values, standard deviations, regression analysis. Conclusion. There was found the main reasons of some complications, which come off during studying mathematical statistics and econometrics: – numerous concepts of econometrics (probability, correlation, regression, percentage, etc.) require the special understanding and interpretation; – availability of students wrong intuitive consciousness forming during studying the theory of probability and mathematical statistics; statistical concepts substantially inferior to probabilistic; – students don`t reveal increased interest to mathematical statistics and econometrics, because the studying of the main concepts of these disciplines materialized by abstract and formal way.