Rajter, Miroslav.
(2006).
Examination of Intensity of Illusion of Linearity among High School Pupils.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor VlahovićŠtetić, Vesna].
Abstract
This investigation discusses the strength of the illusion of linearity on high school pupils. Illusion of linearity (or proportionality) is an error in solving mathematical problems when people (wrongly) believe that when a certain length is enlarged by factor k, area and volume should also be enlarged by factor k. Correct solution would be that when a certain length is enlarged by factor k, other lengths are also enlarged by factor k, areas by factor k2, and volumes by factor k3. For the purpose of this investigation three lists of mathematical problems with multiple choice answers were constructed. In Form A there were five problems that were likely to induce the illusion of linearity (also called nonlinear problems) and every problem had five answers offered. Among these five answers, one answer represents solution with an illusion of linearity (also called linear solution), one answer represents the correct solution (also called nonlinear solution) and other three answers are distracters designed to lower the probability of guessing. Form B had mathematical problems that were identical to problems in Form A, but the linear solution was excluded from the offered answers. Form C had mathematical problems which required the linear solution (also called linear problems). Participants in this investigation were pupils of generalprogram high school, first grade (aged 1415) and fourth grade (aged 1718). The results showed that almost all pupils solved linear problems correctly. They were worse in solving nonlinear problems than in solving linear ones. Pupils who didn't have linear solution offered to a nonlinear problem were better in solving nonlinear problems than pupils who had linear solution among offered answers. When a linear solution was excluded from the list of answers to nonlinear problems, boys were better in solving nonlinear problems than girls. Difference between the age groups was also found; older pupils were significantly better in solving nonlinear problems.
Item Type: 
Diploma Thesis

Uncontrolled Keywords: 
Teaching of mathematics, problem solving strategies, proportionality, illusion of linearity 
Subjects: 
Psychology > Opća psihologija 
Departments: 
Department of Psychology 
Supervisor: 
VlahovićŠtetić, Vesna 
Date Deposited: 
20 Oct 2006 
Last Modified: 
09 Jul 2014 14:06 
URI: 
http://darhiv.ffzg.unizg.hr/id/eprint/79 
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