Reading aathematical texts as a problem-solving activity: the case of the principle of mathematical induction.

Autor/inn/en	Papadopoulos, Ioannis; Kyriakopoulou, Paraskevi
Titel	Reading aathematical texts as a problem-solving activity: the case of the principle of mathematical induction. Paralleltitel: Branje matematicnih besedil kot dejavnost resevanja problemov: primer principa matematicne indukcije.
Quelle	In: CEPS journal, 12 (2022) 1, S. 35-53Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:24393 10.26529/cepsj.881
URN	urn:nbn:de:0111-pedocs-243932
Schlagwörter	Fallstudie; Problemlösen; Griechenland; Lesen; Mathematikunterricht; Schüler; Problemlösen; Fallstudie; Leseverstehen; Sekundarstufe II; Schüler; Textverständnis; Lesen; Leseverstehen; Mathematikunterricht; Mathematische Induktion; Griechenland
Abstract	Reading mathematical texts is closely related to the effort of the reader to understand its content; therefore, it is reasonable to consider such reading as a problem-solving activity. In this paper, the Principle of Mathematical Induction was given to secondary education students, and their effort to comprehend the text was examined in order to identify whether significant elements of problem solving are involved. The findings give evidence that while negotiating the content of the text, the students went through Polya's four phases of problem solving. Moreover, this approach of reading the Principle of Mathematical Induction in the sense of a problem that must be solved seems a promising idea for the conceptual understanding of the notion of mathematical induction. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3