Realizing the problem-solving phases of Pólya in classroom practice

When teaching mathematical problem-solving is mentioned, the name of Pólya György inevitably comes to mind. Many problem-solving lessons are planned using Pólya's steps and helping questions, and teachers often rely on his heuristics even if their application happens unconsciously. In this arti...

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Bibliographic Details
Published inTeaching Mathematics and Computer Science Vol. 20; no. 2; pp. 219 - 232
Main Authors Ambrus, András, Barczi-Veres, Krisztina
Format Journal Article
LanguageEnglish
Published Debrecen University of Debrecen 07.12.2022
Subjects
Case studies
Classroom Design
Classrooms
Cooperative work
Education
Learning
Learning Processes
Mathematical problems
Mathematics
Mathematics Education
Polygons
Problem solving
Secondary School Students
Students
Symmetry
Teachers
Teaching
Teaching Methods
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ISSN1589-7389
2676-8364
DOI10.5485/TMCS.2022.0540

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Summary:When teaching mathematical problem-solving is mentioned, the name of Pólya György inevitably comes to mind. Many problem-solving lessons are planned using Pólya's steps and helping questions, and teachers often rely on his heuristics even if their application happens unconsciously. In this article, we would like to examine how the two phases, Making a plan and Looking back, can be realized in a secondary school mathematics lesson. A case study was designed to observe and analyse a lesson delivered using cooperative work. Subject Classification: 97B10, 97C70, 97D40, 97D50
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1589-7389
2676-8364
DOI:10.5485/TMCS.2022.0540