Analysis of selected mathematical problems in school education
DOI:
https://doi.org/10.55630/mem.2026.55.153-162Keywords:
математически задачи, училищно образованиеAbstract
The process of composing mathematical problems is a key element of mathematics education, requiring a high degree of precision, logical consistency, and clarity of formulation. Nevertheless, in practice various types of inaccuracies are often encountered, which can hinder the correct understanding or solution of problems and, in some cases, even lead to incorrect results. This article presents a systematic analysis of inaccuracies occurring in the formulation and solution of mathematical problems. The study covers inaccuracies in problem statements (unclear or ambiguous conditions) as well as in mathematical content (logical inconsistencies and improperly formulated requirements). Through the analysis of specific examples, a classification of these inaccuracies is proposed and recommendations for their avoidance are offered. The results of the study aim to support teachers, methodologists, and authors of educational materials in creating higher-quality and pedagogically effective mathematical problems.
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