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It focuses on presenting the Principle of Mathematical Induction to secondary education students and analyzing their attempts to comprehend the text. Results indicate that, while negotiating the text, students pass through Polya’s four phases of problem solving. The approach of reading induction as a solvable problem is suggested as promising for conceptual understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reading-mathematical-texts-as-a-problem-solving-activity-the-case-of-the-principle-of-mathematical-induction/599310/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reading-mathematical-texts-as-a-problem-solving-activity-the-case-of-the-principle-of-mathematical-induction/599310.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper consider reading mathematical texts as a problem-solving activity?","Question",{"text":112,"@type":113},"It links reading to the reader’s effort to understand and assimilate the content, aligning reading with problem-solving processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the Principle of Mathematical Induction used in the study?",{"text":117,"@type":113},"It was given to secondary education students, and their effort to comprehend the text was examined to see whether problem-solving elements were involved.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about students’ reading process?",{"text":121,"@type":113},"While negotiating the text, students went through Polya’s four phases of problem solving.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599310,1792883663,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.881  \nReading Mathematical Texts as a Problem-Solving Activity: The Case of the Principle of Mathematical Induction  \nIoannis Papadopoulos*1 and Paraskevi Kyriakopoulou2  \n• Reading mathematical texts is closely related to the effort of the reader to understand its content; therefore, it is reasonable to consider such reading as a problem-solving activity. In this paper, the Principle of Mathematical Induction was given to secondary education students, and their effort to comprehend the text was examined in order to identify whether significant elements of problem solving are involved. The findings give evidence that while negotiating the content of the text, the students went through Polya’s four phases of problem solving. Moreover, this approach of reading the Principle of Mathematical Induction in the sense of a problem that must be solved seems a promising idea for the conceptual understanding of the notion of mathematical induction  \nKeywords: mathematical induction, reading mathematical text, problem solving, secondary education students  \n1 *Corresponding Author. Faculty of Elementary Education, Aristotle University of Thessaloniki, Greece; [ypapadop@eled.auth.gr](ypapadop@eled.auth.gr).  \n2 University of Western Macedonia, Greece.  \nBranje matematičnih besedil kot dejavnost reševanja problemov: primer principa matematične indukcije  \nIoannis Papadopoulos in Paraskevi Kyriakopoulou  \n• Branje matematičnih besedil je tesno povezano s prizadevanjem bralca, da razume njegovo vsebino, zato je smiselno takšno branje obravnavati kot dejavnost reševanja problemov. V tem prispevku je obravnavan primer principa matematične indukcije, ki je bil posredovan v branjedijakom srednješolskega izobraževanja. S preučevanjem njihovega prizadevanja po razumevanju besedila smo želeli ugotoviti, ali ta dejavnost vsebuje ključne elemente reševanja problemov. Ugotovitve pokažejo, da so dijaki med razpravljanjem o vsebini besedila prešli skozi štiri fazereševanja problemov po Polyi. Poleg tega menimo, da je pristop branjakorakov matematične indukcije na način reševanja problema obetaven za pridobitev konceptualnega razumevanja matematične indukcije.  \nKljučne besede: matematična indukcija, branje matematičnegabesedila, reševanje problemov, dijaki  \nIntroduction  \nMamona-Downs and Downs (2005), considering the ‘identity’ of problem solving, raised a series of issues including, among others, the reading of mathematical texts and considered whether this could involve significant elements of problem solving. More precisely, they acknowledge that ‘reading mathematical text often needs an effort from the reader to understand and assimilate its content’ (p. 386), and this prompted the question of whether it is reasonable to consider such reading as a problem-solving activity.  \nHowever, not all kinds of mathematical text can be appropriate. It seems that the kind that is the most suitable is proof. As Mamona-Downs and Downs (2005) explain, there are three aspects in examining a proof relevant to the issue. The first concerns ‘the locating and examining of the implications occurring in the argument’ (p. 397) . The students can check whether the implications are logically sound and ensure that the necessary conditions are properly accounted for. The second concerns the understanding of how the overall reasoning is structured. Finally, the third concerns the extracting of meaning from the exposition in the sense that ‘the reader creates concept images in order to relate the material to intuitively understood schemas’ (p. 397) .  \nMoreover, reading a proof seems difficult simply because of the style of exposition. The technical complexity in the use of notation, the leaping from one statement to another without justifying the leap, thus assuming too much, obscures much of the real argument that takes place in the proof. The readers must independently ‘retrieve’ their own version of how to interpret, evaluate and assimilate the material","cbCaiiTWWQwbNpNQ","https://ap.wps.com/l/cbCaiiTWWQwbNpNQ","pdf",259134,"English","# Introduction\n## Problem solving identity and reading mathematical texts\n## Why proofs are a suitable kind of mathematical text\n## Difficulty caused by exposition style and notation\n## Research gaps and author-focused perspectives\n## Reader meaning, language, and reading techniques","[{\"question\":\"Why does the paper consider reading mathematical texts as a problem-solving activity?\",\"answer\":\"It links reading to the reader’s effort to understand and assimilate the content, aligning reading with problem-solving processes.\"},{\"question\":\"How was the Principle of Mathematical Induction used in the study?\",\"answer\":\"It was given to secondary education students, and their effort to comprehend the text was examined to see whether problem-solving elements were involved.\"},{\"question\":\"What did the findings show about students’ reading process?\",\"answer\":\"While negotiating the text, students went through Polya’s four phases of problem solving.\"}]","Reading Mathematical Texts as a Problem-Solving Activity - The Case of the Principle of Mathematical Induction | PDF",1792088533,48]