The article discusses various situations and difficulties encountered in the study of elements of probability theory and mathematical statistics integrated into the school mathematics curriculum in Kazakhstan. Therefore, the insufficient number of necessary methodological manuals based on teaching students the elements of probability theory and mathematical statistics, and the insufficient number of hours devoted to studying the topic, are considered as one of the urgent problems, the goal and ways to solve it are determined. The purpose of the article was to identify the reasons why students of Kazakhstani meta-subjects could not master the elements of probability theory and mathematical statistics well enough.

A survey of mathematics teachers was conducted in several schools in Almaty and Almaty region, and an analysis of the results of the quarterly work of students was carried out. The questionnaire questions were compiled through the Google forms platform and distributed by link to subject teachers. Comparing the results obtained with the experimental works of foreign authors, it was found that personality-oriented teaching methods are more important in teaching probability theory and mathematical statistics than traditional teaching. Also, the results of training according to state mandatory standards and the content of the section "probability and statistics" in the school curriculum and the numbers of allocated hours are compared with the content of the relevant programs taught in Russia regions, the numbers of hours. In the final part, it is concluded that the expected results of teaching elements of probability theory and mathematical statistics depend not only on the volume of material or the age of the student, but also on the professional skills of the teacher in his teaching, the methods and techniques used, as well as on the number of hours allotted, and for the qualitative development of this discipline it is necessary to use in the process active teaching methods and modern technologies.