METHODOLOGICAL FEATURES OF TEACHING RANDOM VARIABLES AT THE COMPREHENSIVE SECONDARY SCHOOL

Lusine GHULGHAZARYAN; Anzhela MINASYAN

doi:10.24234/miopap.v1i11.21

Authors

Lusine GHULGHAZARYAN Head of Chair, Professor https://orcid.org/0000-0001-7501-5686
Anzhela MINASYAN https://orcid.org/0009-0008-7911-7610

DOI:

https://doi.org/10.24234/miopap.v1i11.21

Keywords:

comprehensive secondary school, probability theory, teaching methodology, random variables, distributions, educational methodologies, Mathematical education, stochastic elements, cognitive hurdles, qualitative assessments

Abstract

In the evolving landscape of educational methodologies, the integration of complex mathematical concepts such as random variables into secondary school curriculums poses significant challenges and opportunities. As the global educational framework increasingly emphasizes the importance of a robust mathematical foundation, understanding and teaching stochastic elements within the school system has become crucial. This article delves into the nuanced methodological features essential for imparting knowledge of random variables effectively to secondary school students. We explore the historical context of mathematical education reforms in Armenia, highlighting the recent inclusion of stochastic topics in the school programs since 2004. The reformed educational standards introduced in 2020 and implemented in 2023 have further emphasized the need for a structured approach to teaching random variables, alongside other advanced mathematical topics. Through this lens, we examine the preparedness of educators, the adequacy of existing teaching methods, and the potential cognitive hurdles faced by students. Our analysis is rooted in both qualitative assessments and a theoretical framework that aims to bridge the gap between abstract mathematical theories and practical understanding, ensuring that students not only learn but also appreciate the significance of probability theory in everyday contexts .

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