Many students have difficulties in the appreciation of concepts related to statistical problems.
Various researches have determined how students’ aptitude to solve statistical proofs can be
affected by the methods of displaying data. The application of distinct visual aids could improve
statistical reasoning, sustaining the principle of graphical facilitation. Some authors did not agree
with this point of view, highlighting the complications related to the use of illustrations; they
upheld that visual aids could burden the cognitive system with unserviceable information. We
confront the basic level of statistical reasoning on probabilities regarding two methods of problem
arrangement: verbal-numerical and graphical. Students in Spain and Italy solved the homolog and
paired problems in a verbal-numerical and graphical way, in different sequences. Analysis of the
correctness of responses and the reasoning applied, managed to compare these ways of
presentation and to clarify the cognitive process applied in the problem solving