CHALLENGES OF SOLVING VISUALLY PRESENTED PROBLEMS

Abstract

Organization of the teaching process which enables the acquisition of quality and effective mathematical knowledge applicable in different life situations and which lays the foundation for lifelong learning is based on problem-solving. Teaching how to solve visually presented problems is one objective that contributes to these overall goals. The main research goal of this paper is an experimental examination of the effects of problem-based teaching in the development of mathematical modeling skills involving visually presented problems. The effectiveness of teaching visually presented problems for the development of mathematical modeling skills in solving equations and inequalities in the fourth grade of primary school is examined. The descriptive method was used for the analysis, processing, and interpretation of the research results to investigate the type of errors pupils make when dealing with the visually presented information. Participants in the experimental program showed a higher level of knowledge when solving simple and complex equations and inequalities as well as in compos- ing texts based on given iconic representations of equations and inequalities, as opposed to the pupils not influenced by the experimental model. Given its positive effects on the development of mathematical modeling skills, teaching visually presented problems is justified during the early years of mathematics education.