FORMATION OF PROBABILISTIC IDEAS AND PROBABILISTIC STYLE OF THINKING IN THE SCHOOL MATHEMATICS COURSE

In today's world, where data and information are becoming important resources, having probabilistic thinking skills plays a key role in decision-making and risk assessment. The influence of educational methods and techniques on the development of probabilistic thinking among students is investigated, as well as the integration of theoretical aspects of probability and practical tasks that contribute to improving understanding of this topic. In the course of the work, existing approaches to learning are analyzed, the main difficulties faced by schoolchildren in studying probability are identified, and recommendations are made for changing educational practices to improve learning effectiveness. A modern school actively implements probabilistic and statistical concepts starting from the elementary grades, which contributes to the successful adaptation of children to the challenges of the world around them. The article reveals the key aspects of the stochastic worldview and the corresponding culture of students. The study proves that the degree of development of the elements of stochastic culture directly affects the formation of stochastic thinking in schoolchildren. Stochastic culture is one of the decisive factors determining the formation and evolution of students' probabilistic and statistical worldview. The student's worldview is formed in a special environment called stochastic culture, when he learns the components of the probabilistic-statistical field of mathematics in the school curriculum. The importance of studying this issue is related to the formation of a special type of mental activity among students - probabilistic and statistical thinking, which is an integrated component of mathematical intelligence, which must be fully developed by the time of completion of school education. In today's rapidly transforming information space, even preschoolers need to navigate from an early age, which puts the issues and difficulties associated with the development of this specific type of thinking at the forefront of the educational process in natural science and mathematics.