Abstract
The question "why did the pupil act in this way" does not occur very often in teachers' practice of evaluating pupils' written output (Hejný & Michalcová, 1999), although its resolution leads us to a deeper understanding of pupils' thought processes. In a workshop focused on the diagnosis of pupils' solutions to combinatorial problems, I will present what Prof.
Hejný and I are currently working on, and together we will reflect on the solving strategies and general ideas used by a sexta student at a Prague grammar school when solving combinatorial problems. The aim of the workshop is a professional discussion on the analysis of students' problem solving, which is part of my dissertation.