„A nice example, taken from lower-secondary education, illustrating this point, is the pocket money problem:<\/p>\n
An and Susan are saving money. An already has $ 50 and receives $ 2.50 each week, while Susan gets $ 4 each week and saved $ 26 up to this moment. After how many weeks will they have the same amount of money?<\/p><\/blockquote>\n
Mathematical professionals will immediately translate this little fairy tale into the ‚real‘ world of algebra: 2.5x + 50 = 4x + 26 with solution x = 16.<\/p>\n
Students who are offered such problems before any theory about linear equations is presented, will choose other strategies.<\/p>\n
Create two tables in which the amounts of money are compared week after week. Some will make shortcuts in this table, because regularities are recognized and used.<\/p>\n
Or a dynamical setting in which students solve this problem just by reasoning: At this moment Susan is $ 24 behind An. Every week she gains back $ 1.50 So after 24 : 1.50 = 16 weeks they are equal.<\/p>\n
Even after linear equations are instructed in a formal, algebraic way, many students will use the contextbound strategies to solve contextual problems. For most students the contexts are the real world and the formal system is a not-so-fairy-tale.“<\/p>\n
van der Kooij, H. (1998). Useful mathematics for (technical) vocational education. In Proceedings of ALM-5. London: Goldsmiths College, University of London<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"
„A nice example, taken from lower-secondary education, illustrating this point, is the pocket money problem: An and Susan are saving money. An already has $ 50 and receives $ 2.50 each week, while Susan gets $ 4 each week and … Weiterlesen