What are some common obstacles in the analysis of combinatorial problems from an epistemological perspective?
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Common obstacles in the analysis of combinatorial problems from an epistemological perspective include errors related to concepts, principles, operations, and problem-solving algorithms . Epistemological barriers in mathematical studies encompass conceptual, procedural, and technical operational barriers, hindering students' understanding and connection of mathematical concepts . Students often face difficulties due to epistemological obstacles in quadratic inequalities, such as errors in quadratic equation knowledge acts and arithmetic knowledge acts . Additionally, students encounter epistemological obstacles in mathematical modeling, where they struggle with abstraction and accurate mathematical modeling, leading to challenges in solving problems related to systems of linear equations . These obstacles highlight the importance of addressing misconceptions, procedural errors, and technical errors in students' cognitive styles to enhance learning outcomes in combinatorial mathematics.
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30 Jan 2017 | Common obstacles in analyzing combinatorial problems include errors in concept restatement, object classification, calculations, and problem-solving algorithms, as identified in the study. |
04 Dec 2020 1 Citations | Common obstacles in analyzing combinatorial problems from an epistemological perspective include misconceptions, procedural errors, and technical errors, especially among students with different cognitive styles (field independent and field dependent). |
19 Dec 2020 | Epistemological obstacles in analyzing combinatorial problems include students' knowledge acts in quadratic equations and arithmetic, as identified in the study on quadratic inequalities. |
1 Citations | Common obstacles in analyzing combinatorial problems from an epistemological perspective include difficulties in mathematical abstraction, hindering students from effectively modeling and solving problems like SPLDV. |
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