Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14312
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dc.contributor.authorHo, Weng Kin-
dc.contributor.authorHo, Foo Him-
dc.contributor.authorDindyal, Jaguthsing-
dc.date.accessioned2013-10-18T07:42:26Z-
dc.date.available2013-10-18T07:42:26Z-
dc.date.issued2012-
dc.identifier.citationHo, W. K., Ho, F. H., & Dindyal, J. (2015). Pre-service teachers’ use of symmetry of quadratic graphs in problem solving. In The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 7171-7179). Cham, Switzerland: Springer International Publishing.-
dc.identifier.urihttp://hdl.handle.net/10497/14312-
dc.descriptionThis paper was published in the Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges, held in Seoul. Korea from 8 – 15 Jul 2012-
dc.description.abstractThis paper reports on the performance of pre-service mathematics teachers with regards to the use of symmetry in problem solving. The current study reveals that pre-service teachers do not make use of symmetry as their main problem-solving tool, even in situations where symmetry is the obvious notion to consider. In addition, a quantitative comparison of the effectiveness of problem solving among approaches (those relying on symmetry versus those relying on other conventional methods) is reported herein. This formal comparison validates the opinion that active usage of symmetry in problem solving significantly enhances the chance of solving non-routine problems.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.subjectProblem solvingen
dc.subjectSymmetryen
dc.subjectQuadratic graphsen
dc.subjectPre-service teachersen
dc.titlePre-service teachers’ use of symmetry of quadratic graphs in problem solvingen
dc.typeConference Paperen
Appears in Collections:Conference Papers
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