id: 06060234
dt: a
an: 2012d.00271
au: Ambrus, Gabriella
ti: Hidden treasures in the problem solving teaching.
so: Szűcs, Kinga (ed.), Problem solving in mathematics education. Problem
solving learning ‒ possibilities to measure the problem solving
performance. Proceedings of the 12th ProMath conference, Jena, Germany,
September 10‒12, 2010. Münster: WTM-Verlag (ISBN 978-3-942197-16-8).
Ars Inveniendi et Dejudicandi 1, 20-31 (2011).
py: 2011
pu: Münster: WTM-Verlag
la: EN
cc: D55 C35 G45 Q35
ut: problem posing; problem variation; problem-solving strategies
ci:
li:
ab: Summary: Mathematics has two faces, says Pólya. It is deductive and
strictly regulated, but while we are working mathematically, it is
inductive. The latter is an opportunity for experiments and discovery,
with creativity and fun. The duality is noticeable (obvious) in the two
formulations of the so called pirates’ problem as well. In connection
with this I investigated the "sensitivity" of some students while
solving the problem at the university. The results have shown that
students didn’t realize the difference. So in further investigations
I was looking for an answer to the question: How this position of
students can be influenced by changing the circumstances? In this paper
the focus lies on the investigations and the results, which are
thought-provoking and raise further questions. The by-products are the
students’ solutions to the problem, which are analyzed in another
paper.
rv: