Straight line or line segment?

A tétel rövid nézete
dc.contributor.authorMoravcová, Vlasta
dc.contributor.authorHromadová, Jana
dc.date.accessioned2024-07-30T13:18:20Z
dc.date.available2024-07-30T13:18:20Z
dc.date.issued2020-11-04
dc.description.abstractThe article focuses on students’ understanding of the concept of a straight line. Attention is paid to whether students of various ages work with only part of a straight line shown or if they are aware that it can be extended. The presented results were obtained by a qualitative analysis of tests given to nearly 1,500 Czech students. The paper introduces the statistics of students’ solutions, and discusses the students’ thought processes. The results show that most of the tested students, even after completing upper secondary school, are not aware that a straight line can be extended. Finally, we present some recommendations for fostering the appropriate concept of a straight line in mathematics teaching. Subject Classification: 97C30, 97D70, 97G40en
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 18 No. 4 (2020): Varga 100, Special Issue, Volume 2 , 327-336
dc.identifier.doihttps://doi.org/10.5485/TMCS.2020.0497
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue4
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/378549
dc.identifier.volume18
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/11013
dc.rights.accessOpen Access
dc.rights.ownerVlasta Moravcová, Jana Hromadová
dc.subjectstraight lineen
dc.subjectline segmenten
dc.subjectstudents’ thoughtsen
dc.subjectteaching geometryen
dc.titleStraight line or line segment?en
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)