scholarly journals The design of statements and the (re)formulation and resolution of open problems that address issues of social relevance with the use of digital technologies in the initial formation of Mathematics teachers

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Fabiane Fischer Figueiredo ◽  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Mathematics Teachers ◽  
Open Problem ◽  
Basic Education ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Pedagogical Workshop ◽  
Social Relevance ◽  
Open Problems ◽  
Initial Formation ◽  
Design Activities

This paper presents the results obtained with an investigation, in which a pair of Mathematics graduates, participants of an Extension Course, carried out the design of a statement of open problems. This investigation also addressed a theme of social relevance, in which technologies were used so that these problems were (re)formulated and solved, with the use of technological resources, by students of Basic Education. In order for this objective to be achieved, the training teachers carried out the design activities of problems with the use of digital technologies, planning of the pedagogical practice, in which these problems would be proposed, and of execution of this practice, which occurred through a pedagogical workshop. After completing these activities, the graduates had the opportunity to discuss and reflect on the experiences of designer and teacher, so that they contributed to producing knowledge about the design of open problem statements that address issues of social relevance, (re)formulation and resolution using digital technologies, and how to propose such problems.

scholarly journals O design e a (re)formulação e resolução de problemas com o uso de Tecnologias Digitais na formação inicial de professores de MatemáticaThe design and (re)formulation and problem solving with the use of digital technologies in mathematics teachers’ initial education

2020 ◽  
Vol 22 (2) ◽  
pp. 114-143
Author(s):  
Fabiane Fischer Figueiredo ◽  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Problem Posing ◽  
Qualitative Investigation ◽  
Social Relevance ◽  
Open Problems ◽  
De Re ◽  
Investigación Cualitativa ◽  
Futuros Maestros

ResumoNeste artigo apresentam-se os resultados de uma investigação qualitativa, em que futuros professores de Matemática tiveram a oportunidade de (re)formular e resolver um problema norteador com o uso de tecnologias digitais, cujo design foi realizado pelas professoras formadoras, para que discutissem e refletissem sobre tal experiência e produzissem conhecimentos. No decorrer do processo, eles trabalharam em grupo, de forma colaborativa, utilizaram as tecnologias digitais e discutiram e refletiram, ao tomarem decisões. Tal experiência contribuiu para que (re)construíssem as concepções acerca da (re)formulação e resolução de problemas com o uso de tecnologias digitais, do design de problemas abertos e da abordagem de temas de relevância social, que favoreçam o ensino e a aprendizagem de conhecimentos matemáticos.Palavras-chave: Design de problemas, (Re)formulação e resolução de problemas, Tecnologias digitais, Formação inicial de professores de Matemática.                                        AbstractThis paper presents the results of a qualitative investigation, in which future mathematics teachers had the opportunity to problem posing and solve a guiding problem with the use of digital technologies, designed by the teacher teachers, to discuss and reflect on such an experience and produce knowledge. Throughout the process, they collaboratively worked together, used digital technologies, and discussed and reflected as they made decisions. This experience contributed to (re)build the conceptions about problem posing and solving with the use of digital technologies, the design of open problems and the approach of themes of social relevance, which favor the teaching and learning of Mathematical knowledge.Keywords: Design of problems, Problem posing and solving, Digital Technologies, Initial formation of Mathematics teachers.ResumenEste artículo presenta los resultados de una investigación cualitativa, en la cual los futuros maestros de matemáticas tuvieron la oportunidad de (re)formular y resolver un problema orientador con el uso de tecnologías digitales, cuyo diseño fue realizado por los maestros de capacitación, para que pudieran discutir y reflexionar sobre tal experiencia y producir conocimiento. Durante el proceso, trabajaron en grupos, en colaboración, utilizaron tecnologías digitales y discutieron y reflexionaron al tomar decisiones. Dicha experiencia contribuyó a la (re)construcción de las concepciones sobre la (re)formulación y resolución de problemas con el uso de tecnologías digitales, el diseño de problemas abiertos y el enfoque de temas de relevancia social, que favorecen la enseñanza y el aprendizaje de conocimiento matemáticoPalabras clave: Diseño de problemas, (Re)formulación y resolución de problemas, Tecnologías digitales, Formación inicial de profesores de matemáticas.

scholarly journals Ações de Docência com Uso de Tecnologias Digitais na Formação Inicial de Professores de Matemática

2020 ◽  
Vol 13 (2) ◽  
pp. 211-221
Author(s):  
Ivanete Fátima Blauth ◽  
Suely Scherer
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Digital Technologies ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Mathematical Content ◽  
Initial Formation ◽  
Practice Teaching ◽  
Teaching Learning ◽  
School Space

ResumoNeste artigo discutimos resultados de uma pesquisa em que se analisou ações propostas em uma disciplina de Prática de Ensino, identificando aquelas que podem ter possibilitado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo, por egressos de um curso de Licenciatura em Matemática. Dentre as ações identificadas, duas são relacionadas à aprendizagem da docência, uma vivenciada na sala de aula da disciplina, em que o acadêmico teve colegas como alunos, e a outra realizada no espaço da escola, em que o acadêmico assumiu a regência de uma aula de matemática em escolas de Educação Básica. O objetivo neste artigo é analisar essas duas ações e possíveis relações com a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Os dados foram produzidos na pesquisa a partir de entrevistas realizadas com 27 egressos desse curso de Licenciatura em Matemática, que realizaram a disciplina de Prática de Ensino e concluíram o curso, no período de 2010 a 2015. A partir da análise de “falas de egressos”, concluiu se que as duas ações propostas na disciplina de Prática de Ensino, nas quais os professores em formação tiveram a oportunidade de praticar a docência, podem ter oportunizado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Nessas ações, esses egressos tiveram que estudar conteúdos matemáticos e tecnologias, de maneira a atender objetivos de aulas e favorecer a aprendizagem de seus alunos.Palavras-chave: Prática de Ensino. Formação Inicial. Matemática. Tecnologias Digitais.AbstractIn this paper we discuss the results of a research in which actions proposed in a Teaching Practice discipline were analyzed, identifying those may have made the construction of technological and pedagogical knowledge, by graduates of a Mathematics Degree. Among the actions identified, two are related to teaching learning, and other experienced in the classroom, in which the students was the academic’s colleagues, and the other was in the school space, in which the academic took over the conduct of a class of mathematics in Basic Education schools. The objective of this article is to analyze these two actions and possible relationships with the construction of technological and pedagogical knowledge of Mathematical content. The data were produced in the research based on interviews with 27 graduates of this Mathematics Degree, who took the Teaching Practice discipline and completed the course, from 2010 to 2015. From the analysis of the “speeches of graduates”, it was concluded that the two actions proposed in the Teaching Practice discipline, in which the teachers in training had the opportunity to practice teaching, may have given rise to the construction of technological and pedagogical knowledge of Mathematical content. In these actions, these graduates had to study Mathematical content and technologies, in order to meet class objectives and favor the learning of their students.Keywords: Teaching Practice. Initial Formation. Mathematics. Digital Technologies.

scholarly journals Novas formas de aprender e ensinar: a integração das tecnologias de informação e comunicação (TIC) na formação de professores da educação básica

2018 ◽  
Vol 11 (2) ◽  
pp. 160-176
Author(s):  
Renata Reis Chiossi ◽  
Christine Sertã Costa
Keyword(s):  
Information And Communication Technologies ◽  
Online Social Networks ◽  
Rio De Janeiro ◽  
Teaching And Learning ◽  
Basic Education ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Pedagogical Skills ◽  
Information And Communication

RESUMO: A formação docente relacionada ao uso das tecnologias digitais é uma importante questão para a Educação Básica na contemporaneidade. As novas competências docentes são fundamentais para práticas de ensino e aprendizagens exitosas, principalmente as que envolvem o uso das tecnologias, tais como Internet, dispositivos móveis, redes sociais online, entre outros recursos. A capacitação docente precisa explorar o desenvolvimento de competências e habilidades técnicas e pedagógicas, norteadas pela reconstrução do conhecimento como forma de relacionar a informação à prática formativa, utilizando a tecnologia não como um fim em si mesma, mas capaz de revolucionar a prática pedagógica. Dessa forma, o presente estudo tem como objetivo abordar a utilização das tecnologias digitais e oferecer material didático com propostas de trabalho com as TIC, a ser disponibilizado por meio de um curso de formação para docentes da Secretaria de Estado de Educação do Rio de Janeiro (SEEDUC-RJ), via plataforma Moodle, com o objetivo de capacitar e oferecer estratégias para incentivar os educadores a inserirem as tecnologias de informação e comunicação em suas práticas docentes de forma contextualizada e planejada pedagogicamente. PALAVRAS-CHAVE: tecnologias de informação e comunicação; aprendizagem colaborativa; ensino.   ABSTRACT: The teacher’s training related to the use of digital technologies is an important issue for Basic Education in contemporary times. The new teaching skills are essential to the successful teaching and learning practices, especially in those that involve the use of technologies such as the Internet, mobile devices, online social networks, among other resources. The teacher’s training needs to explore the development of technical and pedagogical skills, guided by the reconstruction of knowledge as a way of relating information to a formative practice, using technology not as an “end” in itself but as a way of changing the pedagogical practice. Thus, this study intends to discuss the use of digital technologies and offer a pedagogical material with proposals to work with ICT through a training course for teachers of the State Secretary for Education of Rio de Janeiro (SEEDUC-RJ), through the Moodle platform, in order to offer strategies to encourage Educators to insert the information and communication technologies into their teaching practices, in a contextualized and pedagogically planned way. KEYWORDS: information and communication technologies; collaborative learning; teaching.

scholarly journals Formação Continuada para Professores de Física e de Matemática: Possibilidade de Integração de Recursos Tecnológicos na Prática Pedagógica

2018 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Marli Teresinha Quartieri ◽  
Maria Madalena Dullius ◽  
Italo Gabriel Neide ◽  
Teresinha Aparecida Faccio Padilha ◽  
Raiza Betania Halmenschlager
Keyword(s):  
Continuing Education ◽  
Mathematics Teachers ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Physics Classes ◽  
And Mathematics ◽  
Planned Activities ◽  
Mathematics And Physics

O uso de recursos tecnológicos ainda merece estudos e pesquisas, em especial para que seja efetivamente integrado na prática pedagógica dos docentes da Educação Básica. Este artigo pretende socializar resultados de um curso de formação continuada ofertado a professores de Física e de Matemática que teve o intuito de integrar recursos tecnológicos nas aulas destas disciplinas. Durante os encontros foram problematizadas e exploradas atividades, com o uso de tablets e computador, envolvendo conteúdos da Física e da Matemática, bem como planejadas atividades pelos participantes. A pesquisa de cunho qualitativo apresenta características de estudo de caso. Os instrumentos de coleta de dados foram questionários, filmagens das discussões de todos os encontros e relatórios de atividades desenvolvidas pelos participantes em suas aulas. Os resultados apontam que o compartilhamento de experiências, os momentos de planejamento em conjunto e as atividades exploradas proporcionaram confiança e segurança para a integração dos recursos tecnológicos nas aulas, pois os participantes desenvolveram atividades, em sua prática pedagógica, usando estas ferramentas. Os professores foram unânimes em comentar a produtividade do uso de recursos tecnológicos nas aulas de Matemática e Física. Destaca-se que o curso também proporcionou momentos de conhecimentos em relação aos conteúdos explorados.Palavras-chave: Formação Continuada. Recursos Tecnológicos. Ensino de Física e Matemática.AbstractThe use of technological resources still deserves studies and research, especially in order to be effectively integrated into the pedagogical practice of Basic Education teachers. This article aims to socialize results of a continuing education course offered to Physics and Mathematics teachers, which was designed to integrate technological resources in Physics and Mathematics classes. Throughout the meetings, several activities were explored and problematized through the use of tablets and computers, involving subjects from Physics and Mathematics. In addition, the participants also planned activities. This qualitative research can be characterized as a case study. The data collection instruments were questionnaires, filming from the discussions of all meetings, and reports on the activities developed by the participants on their classes. The results show that the sharing of experiences, the moments of joint planning and the explored activities provided trust and security for the integration of technological resources on classes, because the participants developed activities in their pedagogical practices using such tools. Teachers were unanimous in commenting about the productivity of the use of technological resources in Mathematics and Physics classes. It is noted that the course also provided moments of knowledge related to the subjects explored.Keywords: Continuing Education. Technological Resources. Physics and Mathematics Education.

scholarly journals ФОРМУВАННЯ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ: КОНСТАТУВАЛЬНИЙ ЕТАП

2018 ◽  
Vol 65 (3) ◽  
pp. 184 ◽  
Author(s):  
Oleksandr H. Romanovskyi ◽  
Valentyna M. Grineva ◽  
Oksana A. Zhernovnykova ◽  
Liudmyla A. Shtefan ◽  
Vasyl V. Fazan
Keyword(s):  
Mathematics Teachers ◽  
Professional Training ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Digital Competence ◽  
Professional Activities ◽  
Learning Content ◽  
Scientific Analysis ◽  
Processing Information

The article is devoted to determination of the levels of the digital competence of future mathematics teachers at the ascertaining stage of the pedagogical experiment. A scientific analysis of the essence of the notion «digital competence» is carried out, its components are defined. In the process of research the components of the formation of the digital competence of future mathematics teachers were defined, namely: value-motivational (motives, goals, needs for professional training by means of digital technologies, improvement, self-education, self-development, stimulate a future teacher of mathematics to use digital technologies in learning); content (free use of the skills of processing information and working with digital objects, which respectively influence the formation of the digital competence of future mathematics teachers); activity (active use of digital technologies and computers in educational activities as a means of knowledge and formation of digital competence, self-improvement and creativity of future teachers of mathematics, as well as cultivation of similar qualities in students in the process of pedagogical practice); reflexive (attitude of future teachers of mathematics to digital society, their digital training, responsibility for the results of their activities in the digital educational space, self-knowledge and self-realization in future professional activities through digital technologies). The article specifies the criteria, indicators and levels of digital competence of future mathematics teachers. To test certain criteria for the formation of digital competence of future mathematics teachers, research methods are characterized. The results of the ascertaining stage of the pedagogical experiment gave grounds to state primarily medium and low levels of the digital competence of future mathematics teachers. As the next direction of scientific research on the presented problem, the authors consider theoretical justification of the technology for the formation of digital competence and its implementation in the process of training future mathematics teachers at the following stages: basic, technological, and professional.

scholarly journals Aprendizagem baseada em projetos: contribuições das tecnologias digitais

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Diego De Oliveira Silva ◽  
Juscileide Braga Castro ◽  
Gilvandenys Leite Sales
Keyword(s):  
Elementary School ◽  
Digital Technologies ◽  
Project Based Learning ◽  
Digital Tools ◽  
Pedagogical Practice

Resumo: A inserção de recursos tecnológicos em sala de aula traz novas possibilidades e desafios para a prática pedagógica. No entanto é preciso que haja um planejamento que contemple as peculiaridades destas novas ferramentas, permitindo que professores e alunos possam usufruir de suas vantagens. Dessa forma, este trabalho se propõe a apresentar intervenções baseadas na Aprendizagem Baseada em Projetos (ABP) realizadas em uma escola municipal de Fortaleza, bem como analisar as contribuições das tecnologias digitais neste tipo de metodologia. Para isso são detalhados os projetos “Um Mundo de Informações” e “Pensar, Conectar e Fazer” aplicados, respectivamente, em turmas de 5° e 6° anos do Ensino Fundamental. Além disso, é realizada uma avaliação das ferramentas digitais utilizadas nestas atividades. Concluiu-se que a utilização destas ferramentas influenciou de maneira positiva na aplicação dos projetos, além de permitir a integração do conhecimento em nível interdisciplinar e na criação de produtos educacionais.Palavras-chave: Aprendizagem baseada em projetos. Tecnologias digitais. Metodologia Ativa. Interdisciplinaridade.  PROJECT-BASED LEARNING: CONTRIBUTIONS OF DIGITAL TECHNOLOGIES Abstract: The insertion of technological resources in the classroom brings new possibilities and challenges to a pedagogical practice. However, there is a need for planning that addresses the new tools, allowing teachers and participants to take advantage of them. Thus, this work is projected in Project-Based Learning (ABP) in a municipal school in Fortaleza, as well as data from digital technologies in this type of methodology. To this end, the "Um Mundo de Informações" and "Pensar, Conectar e Fazer" projects, carried out, respectively, in the 5th and 6th grades of Elementary School are detailed. In addition, it is performed an evaluation of the digital tools used in these activities. It was concluded that the use of the tools influenced in a positive way in the application of the projects, besides allowing an integration of knowledge at an interdisciplinary level and in the generation of educational products.Keywords: Project-based learning. Digital technologies. Active Methodology. Interdisciplinarity.

scholarly journals Permanent formation of tutors: a study inspired in Paulo Freire with teachers of early years of basic education

2020 ◽  
pp. 151-171
Author(s):  
Maria Perpétua do Socorro Beserra Soares
Keyword(s):  
Basic Education ◽  
Paulo Freire ◽  
Sao Paulo ◽  
Early Years ◽  
Pedagogical Practice ◽  
São Paulo ◽  
Democratic School ◽  
Permanent Formation ◽  
Bibliographic Study ◽  
Research Show

This article presents the results of a research about permanent formation of teachers of early years of fundamental teaching of a public district school of a city of São Paulo-SP; whose general objective is to analyze scopes and limits of permanent formation of teachers to a pedagogical practice committed to building a democratic school. The theoretical contributions is based on the pedagogy of Paulo Freire (2001, 2013b, 2015, and 2016), Imbernón (2009, 2010), and Saul (2010). The nature of the investigation is qualitative and follows Chizzotti (2005) with bibliographic study, field and documentary research. The results of the research show a strong presence of dimensions of permanent formation; materializing principles as the hearing, the dialog, the participation and the movement of action-reflection-action, demonstrated on documents, interviews done, observations, formation meetings and parent-teaching conference.

scholarly journals Mathematics Teachers’ Practice Level of Alternative Evaluation Strategies and Tools in Basic Education in Sultanate of Oman: درجة ممارسة معلمات الرياضيات لاستراتيجيات التقويم البديل وأدواته  في مرحلة التعليم الأساسي في سلطنة عُمان

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Manal Abdulrahman Al-Mandharia, Mohammed Nassir Al-Riyami
Keyword(s):  
Mathematics Teachers ◽  
Basic Education ◽  
Statistical Processing ◽  
Peer Evaluation ◽  
Sultanate Of Oman ◽  
Alternative Evaluation ◽  
Self Evaluation ◽  
Evaluation Strategies ◽  
Authentic Evaluation ◽  
High Level

The aim of this study was to investigate the degree of mathematics teachers’ practice of authentic evaluation strategies and tools in the basic education stage in the Sultanate of Oman. The researcher prepared a questionnaire to measure the degree of use of the authentic evaluation strategies and tools. The sample consisted of (266) teachers where (211) teachers from the first cycle and (55) teachers from the second cycle of basic education schools in the province of Muscat. After statistical processing using averages, frequencies and tests, the results of the study showed that the teachers’ use of authentic evaluation strategies and tools in both the first and second cycles in the basic education schools was high. The results showed that the strategies of self-evaluation and peer evaluation are the most widely used by the teachers. The strategy of evaluating the performance by the concept's maps obtained the least degree of use although it has a high level. The results also showed that there are statistically significant differences in the degree of practice the authentic evaluation strategies and these differences are in favor of the teachers who have an experience of more than ten years. The results showed no statistically significant differences among the teachers of both the first and second cycles in the practice of authentic evaluation strategies and tools. Consequently, the researcher recommended directing the institutions that are responsible for the preparation of new teachers to add training programs on authentic evaluation strategies and tools. The researcher also recommended conducting studies on the difficulties faced by teachers on the practice of all authentic evaluation strategies and tools in a balanced manner.

scholarly journals Formação continuada em neurociência: percepções de professores da educação básica

2020 ◽  
Vol 11 (3) ◽  
pp. 361-376
Author(s):  
Karine Ramires Lima ◽  
Luiza Freitas Lopes ◽  
Náthaly Marks ◽  
Ronan Moura Franco ◽  
Elena Maria Billig Mello ◽  
...  
Keyword(s):  
Basic Education ◽  
Pedagogical Practice ◽  
Rio Grande Do Sul ◽  
Daily Lives ◽  
Pedagogical Innovation ◽  
Neural Processes ◽  
New Knowledge ◽  
Before And After ◽  
Cognition And Learning ◽  
Eighth Edition

O conhecimento básico sobre a neurociência é importante em diversos aspectos da vida, já que permite o entendimento de processos neurais presentes em nosso dia a dia, como a cognição e a aprendizagem. Para o professor, principal mediador da construção do conhecimento na sala de aula, o conhecimento desta temática é importante para facilitar sua prática pedagógica, já que a neurociência contribui para a compreensão dos processos cognitivos e das individualidades de cada aluno. O objetivo deste estudo é relatar a percepção e o conhecimento de professores da Educação Básica do município de Uruguaiana/RS acerca da neurociência e sua importância para a educação, antes e após a realização da oitava edição do curso de formação continuada intitulado “Curso de Neurociência Aplicada à Educação”. No total, vinte e oito (28) professores participaram do curso, que abordou diferentes temas: neurociência e educação, neuroanatomia, neurofisiologia, neurobiologia da aprendizagem e memória, fatores que interferem na aprendizagem e inovação pedagógica. De acordo com a percepção dos professores, o curso ministrado foi de fundamental importância para a aquisição de novos conhecimentos sobre a neurociência, e todos concordaram que os conceitos abordados podem ser aplicados para melhorar sua prática pedagógica e seu ambiente de ensino. Palavras-chave: Aprendizagem; Ensino; Cérebro; Professor   Continuing training in neuroscience: perceptions of basic education teachers   Abstract: Basic neuroscience knowledge is important in all aspects of life, as it allows the understanding of neural processes present in our daily lives, such as cognition and learning. For the teacher, the central mediator of knowledge in the classroom, it is essential to understand this theme since it can facilitate his pedagogical practice since neuroscience teaches to understand the student through their individualities. This study aims to report the perception and knowledge of primary education teachers in Uruguaiana, Rio Grande do Sul state, Brazil, about neuroscience, before and after the eighth edition of the continuing education course entitled "Course of Neuroscience Applied to Education." In total, twenty-eight (28) teachers participated in the course, divided into two modules that addressed different themes: neuroscience and education, neuroanatomy, neurophysiology, the neurobiology of learning and memory, factors that interfere in learning, and pedagogical innovation. According to the teachers' perception, the course taught was of fundamental importance for acquiring new knowledge about neuroscience, and everyone agreed on the possible applicability of the concepts covered to improve their pedagogical practice and their teaching environment. Keywords: Learning; Teaching; Brain; Teacher

scholarly journals METHODOLOGICAL ASPECTS OF TRAINING STUDENTS OF PEDAGOGICAL DIRECTIONS IN THE MAIN SECTIONS OF PROBABILITY THEORY

2020 ◽  
Vol 8 (2) ◽  
pp. 35-39
Author(s):  
V. Shareyko ◽  
D. Sotnikova ◽  
A. Ovsyannikova
Keyword(s):  
Probability Theory ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Pedagogical Practice ◽  
Successful Completion ◽  
Methodological Aspects

The article deals with the problem of formation of knowledge, skills and abilities of students-mathematicians, necessary for preparation for teaching probabilistic and statistical direction in the course of school mathematics. The study is conducted by reviewing and highlighting the characteristics of tasks included in the list of mandatory tasks at school. An example of the implementation of this task is the preparation of a mandatory list of various probabilistic problems necessary for the training of future mathematics teachers. Special attention is paid to the tasks included in the unified state exam. As a result, it was proposed to systematize the knowledge of the probability theory course according to a certain plan necessary for successful completion of pedagogical practice and teaching this course at school.

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