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Discrete mathematics as a resource for developing scientific activity in the classroom.

Ximena Colipan1, Alvaro Liendo2

  • 1Facultad de Educación, Universidad de Talca, Talca, Chile.

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Summary

Discrete mathematics problems, like tiling squares, effectively develop scientific mathematical skills in young students. This approach fosters essential knowledge, attitudes, and abilities crucial for classroom mathematical activity.

Keywords:
Development of skills and attitudesDiscrete mathematics for the classroomMathematical problem solvingResearch situations for the classroom

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Area of Science:

  • Mathematics Education
  • Discrete Mathematics
  • Geometry

Background:

  • Traditional math curricula often struggle to foster genuine scientific mathematical activity.
  • Discrete mathematics offers a promising avenue for developing critical thinking and problem-solving skills.

Purpose of the Study:

  • To investigate how discrete mathematics problems can enhance scientific mathematical activity in the classroom.
  • To analyze the impact of a discrete geometry problem on students' mathematical engagement.

Main Methods:

  • Theoretical discussion of discrete mathematics in education.
  • Mathematical and didactical analysis of a square tiling problem.
  • Preliminary experimental study with 11-13 year old Chilean students.

Main Results:

  • The square tiling problem successfully engaged students in genuine mathematical activity.
  • Students demonstrated development in knowledge, skills, and attitudes relevant to mathematics.
  • Discrete mathematics problems are effective tools for mathematical learning.

Conclusions:

  • Discrete mathematics problems, exemplified by square tiling, can effectively stimulate mathematical activity in lower-secondary students.
  • This approach aligns with and supports national mathematics curriculum goals.
  • The study highlights the potential of discrete mathematics for cultivating scientific mathematical thinking.