Publication at Faculty of Mathematics and Physics |
2019
Abstract
The aim of the paper is to give brief information about the testing of pupils at the end of the lower secondary school. We examined how pupils understand the concept of half-line, respectively opposite half-line.
The article briefly introduces the sample of students and the process of testing, provides an overview of the solutions and compares them with the results of testing younger students. In conclusion, we draw attention to the possible consequences of insufficient anchoring of the examined concept.