Expert Recurrence of Linear Problem Posing

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F14%3A10282472" target="_blank" >RIV/00216208:11410/14:10282472 - isvavai.cz</a>

Výsledek na webu

<a href="http://ac.els-cdn.com/S1877042814053154/1-s2.0-S1877042814053154-main.pdf?_tid=9f332290-7a2e-11e4-b868-00000aacb360&acdnat=1417530318_052aa58c0923279f5399cc577c843e94" target="_blank" >http://ac.els-cdn.com/S1877042814053154/1-s2.0-S1877042814053154-main.pdf?_tid=9f332290-7a2e-11e4-b868-00000aacb360&acdnat=1417530318_052aa58c0923279f5399cc577c843e94</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2014.09.248" target="_blank" >10.1016/j.sbspro.2014.09.248</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Expert Recurrence of Linear Problem Posing

Popis výsledku v původním jazyce

According to Pelczer & Gamboa (2009) the Mathematical problem posing process of the skilled problem posers (teachers, mathematically gifted students) is usually cyclic whilst the novices usually pose problems in a linear way. (Cyclic model means that theskilled problem poser is able to switch between the phases of problem posing, to learn from his/her mistakes, to transform the idea which is not suitable. Linear model is just a simple straight way.)In my study I set expert category. (Expert = professional in problem posing, preparing problems for Mathematical competitions such as Mathematical Olympiad.) With respect to previous statements the hypothesis would be that the experts will show nearly no signs of linear problem posing process. But this is not true - there is some recurrence of linear problem posing in the expert group. The signs of the problem posing process are seemingly the same as in the novices' case. But the background is different. The expertness lies in the fact that

Název v anglickém jazyce

Expert Recurrence of Linear Problem Posing

Popis výsledku anglicky

According to Pelczer & Gamboa (2009) the Mathematical problem posing process of the skilled problem posers (teachers, mathematically gifted students) is usually cyclic whilst the novices usually pose problems in a linear way. (Cyclic model means that theskilled problem poser is able to switch between the phases of problem posing, to learn from his/her mistakes, to transform the idea which is not suitable. Linear model is just a simple straight way.)In my study I set expert category. (Expert = professional in problem posing, preparing problems for Mathematical competitions such as Mathematical Olympiad.) With respect to previous statements the hypothesis would be that the experts will show nearly no signs of linear problem posing process. But this is not true - there is some recurrence of linear problem posing in the expert group. The signs of the problem posing process are seemingly the same as in the novices' case. But the background is different. The expertness lies in the fact that

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2014

Kód důvěrnosti údajů

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

Název statě ve sborníku

Procedia - Social and Behavioral Sciences

ISBN

—

ISSN

1877-0428

e-ISSN

—

Počet stran výsledku

6

Strana od-do

590-595

Název nakladatele

Elsevier BV

Místo vydání

Istanbul

Místo konání akce

Istanbul

Datum konání akce

6. 6. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000348253300104