Izvleček
V prispevku je predstavljen primer razvoja in spremljanja problemskih znanj pri dijakih na primeru obravnave stožnic. Dijaki spoznavajo matematiko kot proces, znajo postavljati ključna vprašanja, ki so vezana na raziskovanje matematičnih problemov, razvijajo ustvarjalnost ter zaupajo v lastne matematične sposobnosti, spoznavajo in uporabljajo informacijsko-komunikacijsko tehnologijo ter pripomočke iz vsakdanjega življenja kot pomoč za učinkovitejše učenje in reševanje problemov ter povezujejo znanje znotraj matematike in tudi širše (medpredmetno s fiziko).
Abstract
Developing and Monitoring Problem-Solving Knowledge Relating to the Terms Curve, Function, Line and Conic Section
The article presents an example of developing and monitoring problem-solving knowledge among secondary school students on the example of a discussion of conic sections. The students learn about mathematics as a process; are able to ask the key questions related to the investigation of mathematical problems; develop creativity and trust in their own mathematical abilities; get to know and use information and communication technology and tools from everyday life in order to learn more efficiently and to solve problems; integrate their knowledge within Mathematics and broader (cross-curricularly with Physics).