A study co-authored by a lecturer of the Department of Basic Sciences has been published in the European Journal of Science and Mathematics Education (Scopus).
Sixty mathematics teachers from the Zhetysu Region solved four counterintuitive problems in four stages: an intuitive first answer, reasoning, calculation and peer discussion.
Initial intuitive answers often led to systematic errors, while formal calculation improved accuracy. Peer discussion proved the most effective stage, producing the largest gains in correct answers, especially for the most counterintuitive tasks.
The authors conclude that such problems are a valuable tool for developing reasoning, conceptual understanding and collaborative learning in mathematics education.
Authors: A. Baimukhanov, S. D. Sony, G. Koshchanova (Department of Basic Sciences) et al.
