Developing the Concept of Task Substitution and Transformation by Defining Own Equivalences

Autor/inn/en	Tirpáková, Anna; Gonda, Dalibor; Wiegerová, Adriana; Navrátilová, Hana
Titel	Developing the Concept of Task Substitution and Transformation by Defining Own Equivalences
Quelle	In: Educational Studies in Mathematics, 114 (2023) 3, S.483-502 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tirpáková, Anna) ORCID (Gonda, Dalibor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-023-10264-7
Schlagwörter	Mathematics Instruction; Teaching Methods; Instructional Innovation; Mathematical Concepts; Algebra; Computation; Instructional Effectiveness; Educational Experiments + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Schulversuch
Abstract	The presented article is dedicated to a new way of teaching substitution in algebra. In order to effectively master the subject matter, it is necessary for students to perceive the equal sign equivalently, to learn to manipulate expressions as objects, and to perceive and use transformations based on defining their own equivalences. According to the results of several researches, these changes do not occur automatically, and the neglect of their development leads to students' insufficient adoption of substitution. The submitted contribution presents a new way of teaching substitution, the stages of which support the gradual development of the necessary competences of students, so that substitution becomes part of their computing apparatus. The effectiveness of the mentioned method of teaching substitution was also verified experimentally. By conducting a pedagogical experiment, it was confirmed that the application of the substitution teaching method developed by us led to more frequent use of substitution by students from the experimental group (47 students) compared to students from the control group (82 students) who learned substitution in the usual way. It emerged from the interview with experimental group students that they considered the proposed method suitable and that it encouraged them to learn substitution in depth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01