Characterizing Levels of Reasoning in Graph Theory
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| Title: | Characterizing Levels of Reasoning in Graph Theory |
|---|---|
| Language: | English |
| Authors: | González, Antonio, Gallego-Sánchez, Inés, Gavilán-Izquierdo, José María, Puertas, María Luz |
| Source: | EURASIA Journal of Mathematics, Science and Technology Education. 2021 17(8). |
| Availability: | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Graphs, Logical Thinking, Problem Solving, Cognitive Structures, Recognition (Psychology), Definitions, Classification, Mathematical Logic, Validity, Models |
| ISSN: | 1305-8223 |
| Abstract: | This work provides a characterization of the learning of graph theory through the lens of the van Hiele model. For this purpose, we perform a theoretical analysis structured through the processes of reasoning that students activate when solving graph theory problems: recognition, use and formulation of definitions, classification, and proof. We thus obtain four levels of reasoning: an initial level of visual character in which students perceive graphs as a whole; a second level, analytical in nature in which students distinguish parts and properties of graphs; a pre-formal level in which students can interrelate properties; and a formal level in which graphs are handled as abstract mathematical objects. Our results, which are supported by a review of the literature on the teaching and learning of graph theory, might be very helpful to design efficient data collection instruments for empirical studies aiming to analyze students' thinking in this field of mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1309536 |
| Database: | ERIC |
| Abstract: | This work provides a characterization of the learning of graph theory through the lens of the van Hiele model. For this purpose, we perform a theoretical analysis structured through the processes of reasoning that students activate when solving graph theory problems: recognition, use and formulation of definitions, classification, and proof. We thus obtain four levels of reasoning: an initial level of visual character in which students perceive graphs as a whole; a second level, analytical in nature in which students distinguish parts and properties of graphs; a pre-formal level in which students can interrelate properties; and a formal level in which graphs are handled as abstract mathematical objects. Our results, which are supported by a review of the literature on the teaching and learning of graph theory, might be very helpful to design efficient data collection instruments for empirical studies aiming to analyze students' thinking in this field of mathematics. |
|---|---|
| ISSN: | 1305-8223 |
