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References [1] R. C. Read. “The Snug Tangram and Some Other Contributions to the Corpus of Mathematical Trivia”, Bulletin of the ICA, 40, 2004. [2] J. Slocum, J. Botermans, D. Gebhardt, M. Ma, X. Ma, H. Raizer, D. Sonneveld, and C. Splunteren. The Tangram Book, New York: Sterling, 2004. [3] F. T. Wang and C. C. Hsiung. “A Theorem on the Tangram”, American Mathematical Monthly, 49, 1942.


The probability is exceptional in the teaching of mathematics because students often have difficulties to understand the basic terms and the problem solving strategies. Understanding lacks of the probability concept and various types of misconceptions arise from the misleading intuition and misinterpretations of experience with the stochastic phenomena. The probability concept seems too abstract to some students therefore it is advisable to use mathematical problems based on real-life ideas, such as drug efficacy testing, tests for diagnosing of diseases in medicine, sports competitions, and games. By eliminating misconceptions and improving understanding of the problem solving strategies, it is possible to use various types of visualization to solve problems from this field of mathematics. Tables and different types of graphic diagrams can help students to understand the basic rules and problem solving techniques. This paper describes the main objectives and the structure of an interactive worksheet, prepared in spreadsheet environment, in which students are guided to use the visualization to solve probability problems. The implementation of an automatic feedback enables to evaluate the students’ answers. In the case of incorrect answer, solutions of the additional tasks using tree diagram or a tangram are recommended to the students. Students can decide which type of the visualization is more understandable for them to solve the probability of random events. Solving different task sequences using the selected types of visualization allows more learning paths for students. The final part of the paper contains an evaluation of the results and experiences of problem solving in the teaching of probability at grammar schools.

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References [1] (access: 30.07.2018). [2] (access: 30.07.2018). [3] (access: 30.07.2018). [4] Maier C., Design Guides for Plastics , Econology Ltd. TANGRAM. TECHNOLOGY, Typeset by Tangram Technology Ltd., 2004. [5] Kruth J.P., Bartscher M., Carmignato S., Schmitt R., De Chiffre L., Weckenmann A., Computed Tomography for Dimensional Metrology , CIRP Ann. Manuf

Amos, Wolfgang Meseth und Matthias Proske. Wiesbaden: VS Verlag fur Sozialwissenschaften. Jain, Rohit. 2012. Die Comedyfigur Rajiv Prasad in Viktors Spatprogramm - Post_koloniales Phantasma und die Krise des ≪Sonderfalls Schweiz≫. S. 176-199 in Postkoloniale Schweiz. Formen und Folgen eines Kolonialismus ohne Kolonien, hrsg. von Patricia Purtschert, Barbara Luthi und Francesca Falk. Bielefeld: transcript Verlag. Jain, Rohit. 2014. Das Lachen uber die ≪Anderen≫: Anti-Political Correctness als Hegemonie. Tangram 34: 49-54,

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Termination of session List of participants Give a summary 15th Session Acceptance of stress and criticism Time (Min) Content Material Tasks of Therapist 0 – 5’ Welcoming of participants List of participants Check welcome the list new of participants participants 5’-15’ Discussion of the topic „Acceptance of stress and criticism“ Personal motto on acceptance of stress and criticism Support participants to find their own specific motto of the day 15’-25‘ Explain „Tangram“, hand out materials, give an easy task, set out time frame Tangram-packages for each participant Pay