PRINCIPLES OF CONSTRUCTING A STOCHASTIC CONTENT-METHODICAL LINE IN HIGH SCOOL

Abstract

Introducing students to the elements of stochastics offers great opportunities to illustrate the importance of mathematics in solving applied problems. Mastering the basics of combinatorics, probability theory and mathematical statistics allows for meaningful (both in mathematical and applied relations) examples to study different processes, to show the known versatility of mathematical methods, to demonstrate the main stages of solving applied problems by means of stochastics. In general, students’ familiarity with the elements of stochastics enhances the applied orientation of the mathematics course. Analysis of a number of existing methods of teaching probability theory and mathematical statistics, as well as textbooks and collections of probabilistic problems for students, showed that the purely mathematical content clearly outweighs the problems with practical content, in addition, in the selection of problems are practically not used inter-subject, The applied orientation of stochastic teaching is poorly reflected, which, in turn, does not contribute to the formation of probabilistic and statistical thinking of students and the idea of the importance of stochastics as applied science. The inclusion of applied problems in the learning of stochastics greatly contributes to the formation and development of probabilistic and statistical thinking of students. In solving these kinds of problems, students form such techniques of logical thinking as a comparison associated with the allocation of objects in common and different; analysis related to the selection and verbal designation in the object of different properties and features; generalization associated with distraction from insignificant features of objects and their association on the basis of a community of essential features. The analysis of the methodical literature, as well as the review of the reference material of the existing textbooks showed that there are a number of contradictions related to the mathematical preparation of upper-class students, in particular, the formation of stochastic ideas in them. Therefore, there was a need to find and develop principles for the construction of a stochastic content-methodological line that would meet the current trends of education and would be interesting and necessary for the high school students themselves. The principles of selection of the problem material are formed.