This article seeks to address a pedagogical theory of introducing the classicist and the frequentist approach to probability, by investigating important elements in 9th grade students' learning process while working with a "TinkerPlots2" combinatorial problem. Results from this research study indicate that, after the students had seen the systematic construction of the event space via combinatorial analysis, they viewed the sample space as an essential property that regulated the results of the distribution of each sum's theoretical frequency.