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Presentation of Combinatorial Concepts in Mathematics Textbooks and Its Compliance with a Concept Development Theory

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10430320" target="_blank" >RIV/00216208:11410/21:10430320 - isvavai.cz</a>

  • Result on the web

    <a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1swWw0hDxz" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1swWw0hDxz</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.14712/18047106.1938" target="_blank" >10.14712/18047106.1938</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Presentation of Combinatorial Concepts in Mathematics Textbooks and Its Compliance with a Concept Development Theory

  • Original language description

    This article analyses the approach taken by five Czech secondary school mathematics textbooks to selected combinatorial concepts, in order to determine the extent to which they provide pedagogical support to teachers based on the theory of generic models, which is a theory of concept development. The analysis of textbooks in relation to this theory focused on the presence and quality of a) isolated models and non-models of future knowledge, b) prompts to generalise as a prerequisite for the creation of a generic model, and c) the supportive role of graphical representations in developing combinatorial thinking. Most notably, we identified insufficient motivation for combinatorial problems, few isolated models of future knowledge, the absence of explicit prompts to generalise and a consequent lack of a significant concept of isomorphism. Despite the research-proven positive influence of the creation of graphical representations on the development of pupils&apos; combinatorial thinking, they are rare in textbook chapters about combinatorics, and lack diversity. With a few exceptions, textbook authors do not encourage readers to create their own graphical representations. One textbook stood out in that it frequently prompts the creation of personalised representations, works purposefully with isomorphic problems and encourages the reader to generalise specific procedures.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>ost</sub> - Miscellaneous article in a specialist periodical

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • Continuities

    S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2021

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Scientia in educatione

  • ISSN

    1804-7106

  • e-ISSN

  • Volume of the periodical

    12

  • Issue of the periodical within the volume

    1

  • Country of publishing house

    CZ - CZECH REPUBLIC

  • Number of pages

    16

  • Pages from-to

    37-52

  • UT code for WoS article

  • EID of the result in the Scopus database