2009
DOI: 10.1007/s10649-009-9181-5
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Using diagrams as tools for the solution of non-routine mathematical problems

Abstract: The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems. Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems' structure and information (Novick & Hurley, 2001;Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix, which represent different problematic situations. In the present study, we i… Show more

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Cited by 55 publications
(30 citation statements)
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“…In the study, it was seen that these mistakes stemmed from inaccurate drawing of the figure or inaccurate interpretation of an accurate drawing. This finding is coherent with those in the studies by Hong (1993Hong ( , 1995 and Pantziara, Gagatsis, and Elia (2009).…”
Section: Findings and Discussionsupporting
confidence: 93%
“…In the study, it was seen that these mistakes stemmed from inaccurate drawing of the figure or inaccurate interpretation of an accurate drawing. This finding is coherent with those in the studies by Hong (1993Hong ( , 1995 and Pantziara, Gagatsis, and Elia (2009).…”
Section: Findings and Discussionsupporting
confidence: 93%
“…This goes to show dominance of algebraic thinking that is routinely used in most mathematical problems albeit unaware (Ketterlin-Geller & Chard, 2011;Milgram, 2007;Vogel, 2008). The results also show that learners performed better in a question with a diagram because diagrams simplify complex situations and illustrate abstract concepts (Kidman, 2002) and make problems easier (Pantziara, Gagatsis, & Elia, 2009). Perhaps diagrams should be used considerably when teaching problem solving because they are a resource to facilitate analysing and understanding a problem and teachers should expose learners to a variety of solution strategies.…”
Section: Discussionmentioning
confidence: 96%
“…Die Lösungsraten sind jedoch höher unter den Kindern, die im Problemlöseprozess Zeichnungen anfertigen (vgl. Müller 1995;Veloo und Lopez Real 1994;Bender 1980aBender , 1980b Pantziara et al (2009) und van Dijk et al (2003, in deren Studien mit Kindern der 5. und 6. Jahrgangsstufe die vorgegebenen grafischen Diagramme die Lernenden teils an der Lösung der Aufgabe hinderten.…”
Section: Forschungsbefundeunclassified