Proof levels of graph theory students under the lens of the Van Hiele model
González, Antonio ; Manero, Víctor (Universidad de Zaragoza) ; Arnal-Bailera, Alberto (Universidad de Zaragoza) ; Puertas, María Luz
Resumen: This work is devoted to exploring proof abilities in graph theory of undergraduate students of the Degree in Computer Engineering and Technology of the University of Seville. To do this, we have designed a questionnaire consisting of five open-ended items that serve as instrument to collect data concerning their proof skills when dealing with graphs. We have thus analysed them adapting the methodology for computing the degrees of acquisition of the Van Hiele levels. Our analysis leads to different proof profiles of graph theory students whose characteristics provide empirical support to consider proof levels in graph theory froThis work is devoted to exploring proof abilities in Graph Theory of undergraduate students of the Degree in Computer Engineering and Technology of the University of Seville. To do this, we have designed a questionnaire consisting of five open-ended items that serve as instrument to collect data concerning their proof skills when dealing with graphs. We have thus analysed them adapting the methodology for computing the degrees of acquisition of the Van Hiele levels. Our analysis leads to different proof profiles of Graph Theory students whose characteristics provide empirical support to consider proof levels in Graph Theory from the perspective of the Van Hiele model.m the perspective of the Van Hiele model.
Idioma: Inglés
DOI: 10.1080/0020739X.2022.2113467
Año: 2024
Publicado en: International Journal of Mathematical Education in Science and Technology 55, 8 (2024), 1938-1956
ISSN: 0020-739X
Factor impacto CITESCORE: 2.6 - Mathematics (Q2) - Social Sciences (Q2)
Factor impacto SCIMAGO: 0.826 - Applied Mathematics (Q1) - Mathematics (miscellaneous) (Q1) - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/AEI/PID2020-115652GB-I00
Financiación: info:eu-repo/grantAgreement/ES/DGA/S60-20R
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2025-09-08-12:49:11)
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Idioma: Inglés
DOI: 10.1080/0020739X.2022.2113467
Año: 2024
Publicado en: International Journal of Mathematical Education in Science and Technology 55, 8 (2024), 1938-1956
ISSN: 0020-739X
Factor impacto CITESCORE: 2.6 - Mathematics (Q2) - Social Sciences (Q2)
Factor impacto SCIMAGO: 0.826 - Applied Mathematics (Q1) - Mathematics (miscellaneous) (Q1) - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/AEI/PID2020-115652GB-I00
Financiación: info:eu-repo/grantAgreement/ES/DGA/S60-20R
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2025-09-08-12:49:11)
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Record created 2022-10-27, last modified 2025-09-08