Abstract
The article considers the prerequisites for the inclusion of problems with elements of probability theory in mathematics education in grades 1-4. This type of task is generally not present in the compulsory curriculum in mathematics in primary school, but they could be used in classes for compulsory, extended, and additional training, thus creating conditions for implementing developmental learning.
 Some theoretical statements about the theory of probabilities are systematized, related to the tasks included in the constructed and approbated methodological system of work. Some of its characteristics are presented. This article offers some of the tasks for grades 1-4.
 A longitudinal empirical study was conducted with students of the 1-4th grade in the period 2015 to 2020. The results of the outgoing diagnostics in 4th grade are processed by mathematical and statistical methods and are presented graphically. They show that fourth-graders successfully solve problems with elements of probability theory, and a primary school teacher could use them in the systematic work in mathematics at the initial stage of the basic educational degree.
 Solving non-standard mathematical problems is an element of probability theory that helps arouse interest, motivate students, and place them in an active cognitive position by solving problem situations in the pedagogical interaction in mathematics in primary school.
Highlights
OF ELEMENTS FROM PROBABILITY THEORY IN THE EDUCATION IN MATHEMATICS FOR PRIMARY SCHOOL Maria Temnikova1 AbstractThe article considers the prerequisites for the inclusion of problems with elements of probability theory in mathematics education in grades 1-4
The results of the outgoing diagnostics in 4th grade are processed by mathematical and statistical methods and are presented graphically. They show that fourth-graders successfully solve problems with elements of probability theory, and a primary school teacher could use them in the systematic work in mathematics at the initial stage of the basic educational degree
Considering the understanding of the supporters of the study of probability tasks in Grades 1-4 we offered some non-standard tasks with elements of probability theory in mathematics training through which it will contribute to increasing the cognitive level of students and development of their logical thinking
Summary
Contemporary education in mathematics for Grades 1-4 in Bulgarian primary school is based on extraordinary rich traditions. During the classes for additional study, teachers can create such pedagogical conditions to put students in an active cognitive position and successfully solve mathematical tasks from a type different from those studied during compulsory classes Seeking solutions in this direction must be agreed upon on three levels: content, didactically, and methodologically. The research aims to develop a methodology system of work with tasks that include elements from the probability theory and are based on this theory's theoretical concepts This methodology system of work shall be used during mathematics classes for extended and additional education to identify the students' level of knowledge, skills, and competencies for work with such tasks. The subject of the study is the efficiency of the newly developed methodology system of work on the process of knowledge acquiring, forming of skills, and developing competencies in the students for solving mathematical tasks with incorporated elements from the Probability Theory. The following methods are used in the research work: didactical experiment, content analysis, observation, tests, mathematics-statistics methods for processing the results
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