Kiedy wizualizacja nie wspiera rozumowania – przypadek pewnego zadania z matematyki
When visualisation does not support reasoning – the case of a specific mathematics task

Summary/Abstract: In the discussion about the methods and the effects of teaching mathematics in secondary school, it is worth looking at the types of student mistakes made during the teaching-learning process. The starting point for such an analysis is to review one situation in which the process of visualisation, as one of the cognitive processes involved in learning geometry, does not support the process of reasoning. We analysed two groups of secondary school students’ solutions over two consecutive years. Our purpose was to examine the degree of confirmation of the hypothesis that making an auxiliary drawing that does not take into account the conditions of the task leads to a change in the nature of the drawing, resulting in an incorrect solution to the task. Students’ solutions empirically confirm this hypothesis. We also show a possible link between making such errors and the gender of the student.

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