Abstract
Linear programming problems were presented, in a predominantly visual setting, to high school students who were not acquainted with any specific methods for solving such problems. The strategies developed by the students for coping with these problems were identified and classified. Visual strategies were developed more frequently than either algebraic or mixed ones. In many cases, these visual strategies were unsophisticated. Providing the students with a visual solution tool (a level curve of the target function) did not lead to significant changes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
