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Teaching of problem-solving strategies in mathematics in secondary schools
139-164Views:5In the Hungarian mathematics education there is no explicit teaching of problem-solving strategies. The best students can abstract the strategies from the solutions of concrete problems, but for the average students it is not enough. In our article we report about a developmental research. The topic of the research was the explicit teaching of two basic strategies (forward method, backward method). Based on our experiences we state that it is possible to increase the effectivity of students' problemsolving achievement by teaching the problem-solving strategies explicitly. -
Looking back on Pólya’s teaching of problem solving
207-217Views:197This article is a personal reflection on Pólya's work on problem solving, supported by a re-reading of some of his books and viewing his film Let Us Teach Guessing. Pólya's work has had lasting impact on the goals of school mathematics, especially in establishing solving problems (including non-routine problems) as a major goal and in establishing the elements of how to teach for problem solving. His work demonstrated the importance of choosing rich problems for students to explore, equipping them with some heuristic strategies and metacognitive awareness of the problem solving process, and promoting 'looking back' as a way of learning from the problem solving experience. The ideas are all still influential. What has changed most is the nature of classrooms, with the subsequent appreciation of a supporting yet challenging classroom where students work collaboratively and play an active role in classroom discussion.
Subject Classification: 97D50, 97A30
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Analysis of a problem in plane geometry discussed in an 11th grade group study session
181-193Views:7The main aim of this paper is to show those strategies and proof methods we try to teach in secondary maths education through an interesting geometric problem: Find a relation for the sides of a triangle where an angle is the double of another angle. Is the converse also true? Is it possible to generalize the problem? We try to answer these questions while discussing the upcoming difficulties in detail and presenting more possible solutions. Hopefully the paper can be successfully used in study group sessions and problem solving seminars in secondary schools. -
Regula falsi in lower secondary school education II
121-142Views:87The aim of this paper is to investigate the pupils' word problem solving strategies in lower secondary school education. Students prior experiences with solving word problems by arithmetic methods can create serious difficulties in the transition from arithmetic to algebra. The arithmetical methods are mainly based on manipulation with numbers. When pupils are faced with the methods of algebra they often have difficulty in formulating algebraic equations to represent the information given in word problems. Their troubles are manifested in the meaning they give to the unknown, their interpretation what an equation is, and the methods they choose to set up and solve equations. Therefore they mainly use arithmetical and numerical checking methods to solve word problems. In this situation it is necessary to introduce alternative methods which make the transition from arithmetic to algebra more smooth. In the following we will give a detailed presentation of the false position method. In our opinion this method is useful in the lower secondary school educational processes, especially to reduce the great number of random trial-and-error problem solving attempts among the lower secondary school pupils. We will also show the results of some problem solving activities among grade 6-8 pupils. We analysed their problem solving strategies and we compared our findings with the results of other research works.
Subject Classification: 97-03, 97-11, 97B10, 97B50, 97D40, 97F10, 97H10, 97H20, 97H30, 97N10, 97N20
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Word problems in different textbooks at the early stage of teaching mathematics comparative analysis
31-49Views:128In a previous research, Csíkos and Szitányi (2019) studied teachers’ views and pedagogical content knowledge on the teaching of mathematical word problems. While doing so, they reviewed and compared Eastern European textbooks of Romania, Russia, Slovakia, Croatia, and Hungary to see how world problem-solving strategies are presented in commonly used textbooks. Their results suggested that teachers, in general, agreed with the approach of the textbooks regarding the explicit solution strategies and the types of word problems used for teaching problem-solving. They also revealed that the majority of the participants agreed that a word problem-solving algorithm should be introduced to the students as early as in the first school year. These results have been presented at the Varga 100 Conference in November 2019. As the findings suggested a remarkable similarity between the Eastern European textbook approaches, in the current study we decided to conduct further research involving more textbooks from China, Finland, and the United States.
Subject Classification: 97U20, 08A50
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Transition from arithmetic to algebra in primary school education
225-248Views:10The main aim of this paper is to report a study that explores the thinking strategies and the most frequent errors of Hungarian grade 5-8 students in solving some problems involving arithmetical first-degree equations. The present study also aims at identifying the main arithmetical strategies attempted to solve a problem that can be solved algebraically. The analysis focuses on the shifts from arithmetic computations to algebraic thinking and procedures. Our second aim was to identify the main difficulties which students face when they have to deal with mathematical word problems. The errors made by students were categorized by stages in the problem solving process. The students' written works were analyzed seeking for patterns and regularities concerning both of the methods used by the students and the errors which occured in the problem solving process. In this paper, three prominent error types and their causes are discussed. -
Regula falsi in lower secondary school education
169-194Views:10The aim of this paper is to offer some possible ways of solving word problems in lower secondary school education. Many studies have shown that pupils in lower secondary school education (age 13-14) encounter difficulties with learning algebra. Therefore they mainly use arithmetical and numerical checking methods to solve word problems. By numerical checking methods we mean guess-and-check and trial-anderror. We will give a detailed presentation of the false position method. In our opinion this method is useful in the loweer secondary school educational processes, especially to reduce the great number of random trial-and-error problem solving attempts among the primary school pupils. We will also show the results of some problem solving activities among 19 grade 8 pupils at our school. We analysed their problem solving strategies and compared our findings with the results of other research works. -
On an international training of mathematically talented students: assets of the 20 years of the “Nagy Károly Mathematical Student-meetings”
77-89Views:9The focus of this paper is to present the gems of the "Nagy Károly Mathematical Student-meetings" in Rév-Komárom (Slovakia) from 1991 to 2010. During these 20 years there was done a lot of work to train mathematically talented students with Hungarian mother tongue and to develop their mathematical thinking, and to teach them problem solving and heuristic strategies for successful acting on the competitions. We collected the most interesting problems and methods presented by the trainer teachers. -
Some Remarks on History of Mathematical Problem Solving
51-64Views:9In this contribution, it is our goal is to look on history of mathematics as a resource for a long-term study of mathematical problem solving processes and heuristics. In this way we intend to get additional information, e. g., about heuristics which proved to be extremely successful to create new mathematics. "Changing representation" and "false position" are examples of such strategies, which are illustrated by concrete examples to demonstrate the use for classroom teaching and teacher education. Our methods are based on hermeneutic principles. -
Rational errors in learning fractions among 5th grade students
347-358Views:60Our paper focuses on empirical research in which we map out the errors in learning fractions. Errors are often logically consistent and rule-based rather than being random. When people face solving an unfamiliar problem, they usually construct rules or strategies in order to solve it (Van Lehn, 1983). These strategies tend to be systematic, often make ‘sense’ to the people who created them but often lead to incorrect solutions (Ben-Zeev, 1996). These mistakes were named rational errors by Ben-Zeev (1996). The research aims to show that when learning fractions, students produce such errors, identified in the literature, and that students who make these kinds of mistakes achieve low results in mathematics tests. The research was done among 5th-grade students.
Subject Classification: 97C10, 97C30, 97C70, 97D60, 97D70, 97F50
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Teaching puzzle-based learning: development of transferable skills
245-268Views:8While computer science and engineering students are trained to recognise familiar problems with known solutions, they may not be sufficiently prepared to address novel real-world problems. A successful computer science graduate does far more than just program and we must train our students to reach the required levels of analytical and computational thinking, rather than hoping that it will just 'develop'. As a step in this direction, we have created and experimented with a new first-year level course, Puzzle-based Learning (PBL), that is aimed at getting students to think about how to frame and solve unstructured problems. The pedagogical goal is increase students' mathematical awareness and general problem solving skills by employing puzzles, which are educational, engaging, and thought provoking. In this paper we continue sharing our experiences in teaching such a course. Whereas a brief discussion on our pedagogical objectives were covered in the first paper together with the material of the first of two lectures on pattern recognition, this follow-up paper presents the material of the second of two lectures, in which additional exercises are discussed to reinforce the lesson. Along the way we provide a glimpse of some foundational ideas of computer science such as incomputability and general system development strategies such as incremental and iterative reasoning. This paper discusses the outcomes of PBL courses, which include expected improvement in the overall results achieved by students who have undertaken PBL courses, compared to those students who have not. -
Why do we complicate the solution of the problem? reflection of Finnish students and teachers on a mathematical summer camp
405-415Views:11This paper deals with reactions and reflections of Finnish secondary school students and teachers on Hungarian mathematics teaching culture. The experiences were collected at a mathematics summer camp in Hungary. -
The background of students' performance
295-305Views:14The question to which we were seeking was: how can we reveal the students' strategies and mental process by following their work precisely and by finding out what correlation these have with their efficiency. Our aim was to understand the factors behind of students' achievement. We tried to follow up the process of problem solving by looking at the number of wrong turnings.