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Linking Transformation and Problem Atomization in Algebraic Problem-Solving

Author

Listed:
  • Tomáš Lengyelfalusy

    (Department of School Didactics, DTI University, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia)

  • Dalibor Gonda

    (Department of Mathematical Methods and Operations Research, Faculty of Management Science and Informatics, University of Žilina, Univerzitná 1, 01001 Žilina, Slovakia)

Abstract

The transition from arithmetic to algebra requires students to change both their thinking and the way they learn. We often observe students using arithmetic formalism also when solving algebraic problems. This formalism manifests itself primarily in the acquisition of coherent computational procedures. Students must be sufficiently aware that the computation steps are sequential transformations of the problem. This creates a problem for them in solving more complex problems. Our research investigated whether problem transformation coupled with atomization is a suitable alternative for students to learn coherent algorithms. Although atomization is not based on precise rules, it was reported by students to be a comprehensible way of solving problems and providing them with sufficient confidence. If students are motivated to understand a computational method, this understanding represents fulfilling the student’s need for security.

Suggested Citation

  • Tomáš Lengyelfalusy & Dalibor Gonda, 2023. "Linking Transformation and Problem Atomization in Algebraic Problem-Solving," Mathematics, MDPI, vol. 11(9), pages 1-10, April.
    • Handle: RePEc:gam:jmathe:v:11:y:2023:i:9:p:2114-:d:1136587
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    References listed on IDEAS

    as
    1. Dalibor Gonda & Gabriela Pavlovičová & Viliam Ďuriš & Anna Tirpáková, 2022. "Problem Transformation as a Gateway to the Wider Use of Basic Computational Algorithms," Mathematics, MDPI, vol. 10(5), pages 1-10, March.
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