Ассоциации «общенациональное движение «бобек» конгресс ученых казахстана
SCIENCE AND EDUCATION IN THE MODERN WORLD
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| SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY" ASTANA, KAZAKHSTAN, FEBRUARY 2023 43 - Development of "applied" probabilistic-statistical thinking skills in conducting calculations on the probability theory and mathematical statistics course. - Framework for the preparation' mathematical skills including the use of probability theory The matter of probability theory is being taught not only in Kazakhstan but also in other countries too, demonstrates how important understanding is in modern society. In terms of significance, PISA survey involves questions regarding probabilistic and statistical knowledge implementation dates back to 2003. It should be noted that teaching students about the close ties that exist among the various regions of the world has historically been the primary goal of education in Kazakhstan. While it is not necessary for everyone, mathematics in the school curriculum has a reputation for being a conservative discipline that places a strong emphasis on math education, which is not needed by many students. The drawbacks of isolating the demands of society from the educational program are made more clear every year. Probability theory is a subject that is taught in other nations as well, demonstrating how crucial it is to understand things in the contemporary world. The PISA survey asks students about their understanding of probability and statistical principles, which is significant information. Analyzing and sole theory learning shouldn't be the main emphasis, as was already mentioned. Instead, teachers must demand that students have a solid understanding of the fundamental concepts such as models of variability, averages, dispersion, sample studies, random variables, etc. Students learn a lot of ideas and information from an experiment, excluding formulas and logical conclusions. After completing statistics and probability courses, students are expected to critically analyze, debate, and reflect in order to develop a framework of guiding principles and intuition. As a result, educators place a high value on tasks and circumstances that invite subjectivity and speculation but do not offer a definitive solution. In order to successfully transition from introducing abstract facts to discussing real-world applications of mathematics, math teachers must first have a thorough understanding of and be conversant with the ordinary perception of statistics and probability. The fact that practice- oriented tasks for calculating change, choosing an alternative, and calculating travel time were published in textbooks and found to be subjectively more difficult to complete than working with logarithmic expressions. The existing issues that occur in teaching probability are primarily due to the formal and frequently aimless teaching of probability at schools, as well as the insufficiency and poor quality of teaching materials. All of this is due to the lack of school policies for teaching probability and statistics. As the method is refined and users gain experience, these problems will gradually disappear, making way for the ensuing ones. The most crucial time in the development of a new school subject should be viewed as the eighth to tenth grades. After this, new teachers who started their studies in middle school do not think the subject is novel or too difficult. Three key terms in probability theory are "event," "probability," and "random".The idea of an "event" in probability theory is closely related to the idea of a theoretical set. Students should therefore be familiar with the fundamentals of set theory and probability theory in order to give a precise definition of this concept.Since set theory education is not a part of the standard school curriculum, it takes a highly skilled teacher to approach this problem in the right way.Using an experimental math course in elementary school is one approach to solving this issue. In elementary school, the idea of a set is taken for granted, and operations on sets and their properties are explained using an illustrative (visual) method. Simple probability models are first taken into consideration when the concept of "event" is being formed. If we take coin flipping,its "heads" or "tails" is facing up when there is an event. Similarly, the concept of "elementary experiences" is formed intuitively by actions like rolling the dice, grabbing a ball out of an urn, and shooting at a target. Students learn from these |