The Problem Modification Method: A Key to Understanding Probability Theory

The Problem Modification Method: A Key to Understanding Probability Theory

Nataliia N. Yaremko, Vladimir D. Selutin
Copyright: © 2023 |Pages: 12
DOI: 10.4018/979-8-3693-0433-4.ch020
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Abstract

Teaching probability theory is a non-trivial methodological task. One should know how to build the educational process so that students understand this discipline, master the methods of probability theory, and become interested in this discipline. Furthermore, the students should prepare for exams without negative emotions and stress. The authors share our experience of conducting classes in the initial course of probability theory using the problem modification method. Besides, they reveal the essence of the problem modification method, illustrate some methodological developments. As a result, it was found that the problem modification method is the key to understanding and mastering probability theory at the level of creating new problems and systems of problems.
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2. Materials And Methods

Currently, the activity-oriented approach is the methodological basis of the educational process, both at school and the university. During its implementation, not only knowledge and information but also knowledge and activity are assimilated. Problem modification is a universal activity that should be assimilated. According to the psychological theory of activity (Leontiev, 1975), modification can be decomposed into simpler components: actions and operations. The operational composition of the problem modification corresponds to the mathematical problem based on its content components. The founders of the theory of mathematical problems G. Polya (1973) and Yu. M. Kolyagin (1977), distinguished four content components in each mathematical problem: (1) data, (2) requirement, (3) solution, and (4) basis.

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