Fehleranalyse beim Lösen von offenen Aufgaben Ergebnisse einer empirischen Studie in der Grundschule

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dc.contributor.authorAmbrus, Gabriella
dc.contributor.authorSzűcs, Kinga
dc.date.accessioned2024-09-04T09:47:20Z
dc.date.available2024-09-04T09:47:20Z
dc.date.issued2016-06-01
dc.description.abstractOpen problems play a key role in mathematics education, also in primary school. However, children in primary school work in many relations in a different way from learner in secondary school. Therefore, the (possibly) first confrontation with an open task could be problematical. Within the framework of an international paper and pencil test it was examined how far children of primary school notice the openness of a task and which mistakes they do during working on that task. In particularly are meant by openness different interpretations of the task, which all lead to a set of numbers with more than one element as a result. For evaluation, a common classification system was adapted by slightly modification of the original system.de
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 14 No. 1 (2016) , 83-113
dc.identifier.doihttps://doi.org/10.5485/TMCS.2016.0420
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue1
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/379799en
dc.identifier.volume14
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/14989
dc.rights.accessOpen Access
dc.rights.ownerGabriella Ambrus und Kinga Szűcs
dc.subjectopen taskde
dc.subjectproblemsolvingde
dc.subjectstudent errorsde
dc.subjecteducational researchde
dc.titleFehleranalyse beim Lösen von offenen Aufgaben Ergebnisse einer empirischen Studie in der Grundschuleen
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)