A hamis feltételezések módszerének alkalmazása az általános iskolai oktatásban : Az aritmetikai módszerekről az algebrai módszerekre való áttérés az általános iskolai tanításban [Regula falsi method in lower secondary school education]

Fülöp, Zsolt (2023) A hamis feltételezések módszerének alkalmazása az általános iskolai oktatásban : Az aritmetikai módszerekről az algebrai módszerekre való áttérés az általános iskolai tanításban [Regula falsi method in lower secondary school education]. DANUBIUS NOSTER: AZ EÖTVÖS JÓZSEF FŐISKOLA TUDOMÁNYOS FOLYÓIRATA, 11 (1). pp. 5-22. ISSN 2064-1060

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Abstract

Many research studies have shown that most students – when they have to solve word problems – do not appeal to the learned arithmetical and algebraic methods, and they handle the problem by numerical checking methods, such as „guess-andcheck” or „trial-and-error”. These are flexible strategies that are often used when no other strategy is immediately obvious, and their main advantage is that they do not require a lot of knowledge. However, in some cases, the usage of these methods involves a large amount of calculus to find a solution. The false position method or regula falsi is a specific arithmetical problem solving method used to solve word problems with two or three unknowns. In our opinion, this method is useful in the lower secondary school educational processes, especially to reduce the great number of random trial-and-error problem solving attempts among the lower secondary school pupils. Another important fact is that while assigning a value to a variable and verifying its accuracy, students are developing functional reasoning as it entails recognising a relation between variables even if such relation is not always expressed in the formal language of algebra. In this presentation, we will give the results of our studies concerning the effects of teaching false position method on students’ problem solving strategies. We investigated the advantages and disadvantages of the false position method in the solutions of word problems. The findings from our research works suggest that the false position method approach gives the beginners a satisfactory way of solving problems, while the typical solution by equation demands maturity on the part of students and could be postponed for a later time.

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