Technological devices in the development of pupils’ expertise in the use of selected heuristic strategies

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10470383" target="_blank" >RIV/00216208:11410/22:10470383 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Sa8GXd6Igl" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Sa8GXd6Igl</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24917/20809751.14.4" target="_blank" >10.24917/20809751.14.4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Technological devices in the development of pupils’ expertise in the use of selected heuristic strategies

Popis výsledku v původním jazyce

This paper shows how technological devices can be integrated into an increase/decrease of pupils&apos; use of four selected heuristic strategies in mathematical problem solving. It is based on a longitudinal quasi-experiment designed in the sense of repeated measures. The following research questions are dealt with: Will the pupils&apos; success rate in problem solving increase as a consequence of being taught the four selected heuristic strategies while using technological devices actively? Will the number of pupils who do not even start solving the problem decrease as a consequence of being taught the four selected heuristic strategies while using technological devices actively? A statistically increased success rate of problems solving a statistically significant decline in the frequency of the number of &apos;no response&apos; cases (the solver does not start to solve the problem) were expected.The study was carried out about by 342 pupils from the 13-17 age group in the Czech Republic in the years 2012-2014. The results of the study show the pupils&apos; success rate in the solution of problems effectively solvable using the strategies systematic experimentation and solution drawing improved significantly if the use of these strategies went hand in hand with the active use of technological devices. The number of &apos;no response&apos; decreased significantly.

Název v anglickém jazyce

Technological devices in the development of pupils’ expertise in the use of selected heuristic strategies

Popis výsledku anglicky

This paper shows how technological devices can be integrated into an increase/decrease of pupils&apos; use of four selected heuristic strategies in mathematical problem solving. It is based on a longitudinal quasi-experiment designed in the sense of repeated measures. The following research questions are dealt with: Will the pupils&apos; success rate in problem solving increase as a consequence of being taught the four selected heuristic strategies while using technological devices actively? Will the number of pupils who do not even start solving the problem decrease as a consequence of being taught the four selected heuristic strategies while using technological devices actively? A statistically increased success rate of problems solving a statistically significant decline in the frequency of the number of &apos;no response&apos; cases (the solver does not start to solve the problem) were expected.The study was carried out about by 342 pupils from the 13-17 age group in the Czech Republic in the years 2012-2014. The results of the study show the pupils&apos; success rate in the solution of problems effectively solvable using the strategies systematic experimentation and solution drawing improved significantly if the use of these strategies went hand in hand with the active use of technological devices. The number of &apos;no response&apos; decreased significantly.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GAP407%2F12%2F1939" target="_blank" >GAP407/12/1939: Rozvíjení kultury řešení matematických problémů ve školské praxi</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

ISSN

2083-7267

e-ISSN

2450-3487

Svazek periodika

14

Číslo periodika v rámci svazku

neuvedeno

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

37

Strana od-do

43-79

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85169478177