Classical versus vector geometry in problem solving. An empirical research among Greek secondary pupils

Abstract

An analysis of written solutions to geometry exercises in the last year of Greek Lyceum (15-18 years old) showed relatively low performance on vector methods, which is justified on the one hand by pupils' false preconceptions with regards to the concept of vector, and on the other hand by the strong influence of classical geometry teaching in the previous years. ABSTRACT FROM AUTHOR]; Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)