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Primary school teachers should teach probability with different approaches, in particular with the frequentist view, which can be supported in the use of simulators and is based on experiments, where data are collected and analysed. To evaluate the personal meaning assigned to the theme, in this paper we analyse the responses given by 60 prospective Primary Education teachers in Spain to the question: What is for you the simulation of a random experiment? The results show that few prospective teachers understand that in the simulation an experiment is replaced by another, while most of them confuse the experiment and the simulation.

This paper describes the tasks with technology inserted in a broader doctoral research. Probability, conditional probability, the theorem of total probability and the Bayes' formula are the contents of the probability topic, included in Applied Mathematics to Social Sciences (MACS, 11the grade, age 16), who were selected in this research. The theoretical framework used was the onto semiotic approach and, in this work, the tasks using the applets are presented in order to provide students a different experience in class on the probability topic. We present the didactic intervention planning using the outlined tasks based on the semiotic conflicts detected in Portuguese students of MACS and Mathematics (12th grade, age 17).