Supervisors info:
Γεώργιος Ψυχάρης
Επίκουρος Καθηγητής, Τμήμα Μαθηματικών, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Summary:
The purpose of the present work is to develop an interventionist program for learning the basic concepts of High School such as equation and inequality. The development of the interventionist approach was based on: 1) the foundations of the above concepts, 2) the difficulties of particular students in formulating and solving these concepts, 3) the way in which the concept of inequality falls within the concept of the equation "y = ax" and 4) distinguishing features that make the concept of inequality and equation stand out and whether the apparent uniformity of the two concepts influences the understanding of the concept of inequality.
In addition, two courses of the program were piloted to four students of the Second High School. Specifically, through appropriate activities and the involvement of technological material, a teaching effort was made to better understand these students. Evaluation of the data was done mainly through writing and discussing with students during and after class.
The following conclusions were drawn from the application of the two lessons to how these students interpret the above concepts and processes. Initially it was found that they face difficulties in fundamental concepts taught, such as the symbol of equality. Subsequently, it was found that it is questionable to construct the graph of the line directly in the light of the corresponding amounts or function. Moreover, for the features that distinguish equality from inequality, they have shown that they are mentally capable of identifying them but remain in the process of solving inequality. Finally, it has been found that the choice of appropriate and attractive word frames plays a key role in the teaching and learning of Mathematics.
