The importance of visual representations in education and mathematics is well known. Probabilities are a domain in mathematics that uses many visual representations since their theory consists of a variety of diagrams and graphs. In the past, many studies have shown that the use of various representations in teaching probabilities can greatly improve learning. Of course, the use of a visual representation or a visual tool when teaching or solving an exercise can have a variety of roles. The present work is based on the ancillary and informative role of the image. The following research examines the extent to which students, by solving a probability problem, have the need to use a visual representation or image. Additionally, the differences in student performance are investigated, given the role of the image in the activity. This knowledge can improve the teaching methods of probabilities and, with their appropriate use, school textbooks. The results show that there are more perspectives but also needs for research on the use of visual representations for the teaching of probabilities. The presence of the image works as a motivating factor for children to solve a problem with a lack of probabilistic knowledge, but the role of the image affects their final performance.
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