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ERIC Number: EJ1359256
Record Type: Journal
Publication Date: 2022-Sep
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1492-6156
EISSN: EISSN-1942-4051
Do Secondary School Students' Strategies in Solving Permutation and Combination Problems Change with Instruction?
Lamanna, Luca; Gea, María Magdalena; Batanero, Carmen
Canadian Journal of Science, Mathematics and Technology Education, v22 n3 p602-616 Sep 2022
This work is part of an investigation conducted in Italy, which aims to explore the effects of instruction on secondary school students' combinatorial reasoning. We gave a questionnaire adapted from Navarro-Pelayo's research to two groups of students with and without instruction on combinatorics in order to analyse the students' performances and the strategies used in their solutions, as well as the effect of instruction on the same. We present the results obtained in two permutation and two combination problems (each in the distribution and selection models). Permutation problems were found easier than combination problems, selection problems were found easier after instruction, and the instruction group obtained better results. We found differences in the main strategies used in both groups: enumeration and dividing a problem in parts was more common in the no-instruction group. The instruction group frequently relied on the use of a formula and the product rule.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Grant or Contract Numbers: N/A