How to Use Motion as a Problem-Solving Tool? Problems from the Pósa Camps
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Publisher
Springer Fachmedien Wiesbaden
Link
https://link.springer.com/content/pdf/10.1007/978-3-658-41061-2_7
Reference21 articles.
1. Artigue, M., Bosch, M., Doorman, M., Juhász, P., Kvasz, L., & Maass, K. (2020). Inquiry based mathematics education and the development of learning trajectories. Teaching Mathematics and Computer Science, 18(3), 63–89.
2. Bóra, E. (2020). A computational thinking problem-thread for grade 7 students and above from the Pósa method. Teaching Mathematics and Computer Science, 18(3), 101–110.
3. Erdős, P., & Pósa, L. (1962). On the maximal number of disjoint circuits of a graph. Publicationes Mathematicae Debrecen, 9, 3–13.
4. Fried, K. (2010). Case of Hungary. In A. Karp & B. R. Vogeli (Eds.), Russian mathematics education: History and world significance (pp. 338–346). World Scientific.
5. Győri, J. G., & Juhász, P. (2017). An extra-curricular gifted support programme in Hungary for exceptional students in mathematics. In K. S. Taber, M. Sumide, & L. McClure (Eds.), Teaching gifted learners in stem subjects. Developing talent in science, technology, engineering and mathematics (pp. 89–106). Routledge.
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