id: 06656029
dt: a
an: 2016f.01191
au: Árokszállási, Eszter
ti: “I learned a lot and it did not go": development of the combinatorial
thinking in the secondary school.
so: Fritzlar, Torsten (ed.) et al., Problem solving in mathematics education.
Proceedings of the 2015 joint 17th conference of ProMath and the 2nd
GDM working group on problem solving, University of Halle-Wittenberg,
Germany, September 3‒5, 2015. Münster: WTM-Verlag (ISBN
978-3-95987-012-2/pbk; 978-3-95987-013-9 /ebook). Ars Inveniendi et
Dejudicandi 6, 23-32 (2016).
py: 2016
pu: Münster: WTM-Verlag
la: EN
cc: K20 D50 D40
ut: combinatorial thinking; combinatorics; problem solving; feedback
ci:
li:
ab: Summary: Thought combinatorics plays a dominant role in Hungarian
mathematics curriculum for Grades 1‒12, a lot of Hungarian students
have difficulties with the combinatorial concept and combinatorial
problem solving. In this paper I would like to report about a school
experiment in a Hungarian secondary school Grade 8. The main aim of the
experiment was using of different representations in combinatorics
teaching and applying immediate and continuous feedbacks in
combinatorics problem solving. The result of experiment proofs that
both factors important effective teaching of combinatorics.
rv: