Visualized Tasks in Teaching Probability Theory
Solving problems in the theory of probability traditionally causes difficulties for both students and teachers. In one of the reasons for this, the authors see insufficient visualization of educational material. The purpose of this study is to, use the example of one task to demonstrate the application of the cognitive-visual approach, including the use of information and communication technologies. This approach is the methodological basis of the study and implies a shift from the illustrative function of visualization to the cognitive function, which, according to the authors, will lead to better assimilation of the material. Various options of the classic problem in the topic “Geometric definition of probability”, the meeting problem, are considered. The similarity of probabilistic tasks proposed in the educational-methodical literature is noted in terms of the presence of a visual image in the components of the task. In particular, in most of the problems from the specified topic, the visual image is present only in the process of solving. The article offers visualized tasks in which a graphic image is present in various components: a condition, a solution and an answer. In addition, the article discusses the solution of the meeting problem based on the use of a statistical determination of probability with a series of random tests in the GeoGebra 5.0 dynamic mathematics system.