Abstract
Linear programming problems were presented, in a predominantly visual setting, to high school students who were not acquainted with any specific methods for solving such problems. The strategies developed by the students for coping with these problems were identified and classified. Visual strategies were developed more frequently than either algebraic or mixed ones. In many cases, these visual strategies were unsophisticated. Providing the students with a visual solution tool (a level curve of the target function) did not lead to significant changes.
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Shama, G., Dreyfus, T. Visual, algebraic and mixed strategies in visually presented linear programming problems. Educ Stud Math 26, 45–70 (1994). https://doi.org/10.1007/BF01273300
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DOI: https://doi.org/10.1007/BF01273300