Some Classroom Uses of Ambits in Teaching Graph Theory

A theoretical analysis of the validity of the Van Hiele levels of reasoning in graph theory

“…These benefits have attracted the community of researchers in mathematics education, as shows the recent creation of a specific research group in the teaching and learning of discrete mathematics at the 13th International Congress on Mathematical Education (Hart & Sandefur, 2018), which gives special importance to graph theory. Indeed, there is a wealth of literature on research in graph theory from mathematics education showing several sources of interest: students' learning (Fielder & Dasher, 1968;Hazzan & Hadar, 2005, Medová et al, 2019, design of task sequences (Ferrarello & Mammana, 2018;Lodder, 2014), design of teaching resources (Carbonneaux et al, 1996;Milková, 2014;Geschke et al, 2005), teaching and learning of algorithms (Costa et al, 2014;Khalil et al, 2017;Moala, 2021;Sánchez-Torrubia et al, 2008), and inclusion of graph theory at different educational stages (Blanco & García-Moya, 2021;Ouvrier-Buffet, 2020). Ouvrier-Buffet et al (2018) point out the need for the use and development of appropriate theoretical frameworks for research in discrete mathematics education.…”