Egy nyitott, valós szituáción alapuló feladat variációi és lehetőségei az oktatásban és a didaktikai kutatásban

Abstract

In the mathematics teaching by choosing tasks to solve, the teaching material and the level of the group – who is participating in the solution – are the basic point of views. However, there are problems, which can be solve on several ways and the solutions differ according to the initial assumptions – these are the so called open problems. The use and importance of such problems in the mathematics didactic has been researched for a long time. In this subject I have done investigations for several years, using my self-made task for undergraduate students (Ambrus, 2010). I prepared different text-variants for the task with the same mathematical content, and I involved into my investigations with the tasks secondary school students and teacher students as well. There is a little mathematical content in the problem, however the students have difficulty by solving it, which is obviously due to the fact, that open problems are quite rarely used in the mathematics lessons.