METHODOLOGY OF FORMING A STOCHASTIC WORLDVIEW WHILE STUDYING THE SECTION "RANDOM EVENTS. VEROBILITIES"

Abstract

The article contains general provisions, characterizing the methodology of forming stochastic worldview of high school students. The methodology is carried out in accordance with the developed worldview significant educational material, accompanied by the support of specially selected digital technology, and in accordance with the main stages of the formation of worldview while teaching mathematics. The main stages of the implementation of the holistic process of learning stochasticity are: preparatory, problem-research, implementation and correctional. It is supposed that the methodology of forming stochastic outlook will be most effective if during the learning process students of 10–11 grades have sustainable learning and cognitive motives and motives for self-education, the system of solid subject knowledge of stochastics, the mastery of probabilistic-statistical methods; the change of activities is observed: reproductive to learning and research activity, productive to problem-creative activity. The article argues that the methodology of forming stochastic worldview of high school students, including the support and accompaniment of digital educational technologies, has a positive impact on motivation and cognitive interest to learning, changing attitudes towards stochastics, expanding scientific horizons. Through consistent work with the established stages of the formation of stochastic worldview in teaching mathematics, the realization of the integrity of motivational, value and cognitive constructs is achieved. In this article this process will be considered by studying the section “Random events. Probabilities”. At the first (preparatory) stage the basic concepts of the section are introduced, the skills of their understanding and application in learning activities are developed. At the second (problem-searching) stage the theorems and formulas of the section are examined, tools for problem solving are formed, the understanding of methods of action with stochastic situations is improved. At the third (realization) stage purposeful cognitive-research and problem-creative activity of senior pupils is organized, including development and consolidation of knowledge, abilities and skills of work with stochastic situations. At the fourth (correctional) stage reflexive activity of students is organized, the teacher determines the degree of expression of outlook qualities and reference points of high school students.