Abstract
In his book Peer Instruction: A user's manual, Eric Mazur defined the ConceptTest as a clearly formulated question with adequate difficulty testing understanding of a single concept that cannot be solved by memory use alone and is usually accompanied by an adequate number of possible answers. With the help of KoncepTesty it is possible to both test and deepen the conceptual understanding of pupils.
The offered answers usually contain typical misconceptions connected with the tested concept and the pupils are thus directed towards cognitive conflict, which usually does not occur when solving common school tasks. This paper aims to present the possibility of using the ConceptTests in the teaching of high school mathematics on an annotated variation of model problems in combinatorics, probability and statistics.
The text also presents a model of the conceptual image of professors D. Tall and S.
Vinner for working with mathematical concepts.