Palacký University in Olomouc, Faculty of Education (CZECH REPUBLIC)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 1829-1833
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.0460
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
Unfortunately, much less attention in teaching is given to geometry than it deserves. Geometry teaching is probably more demanding than arithmetic teaching. On the other hand, it can, among other things, contribute very well to the development of manual skills (working with compass and ruler) and to increase the level of digital literacy (for example, working with Geogebra program).

Many geometric problems can be considered very often as non-standard tasks. Remind that non-standard tasks require of students to find new paths (unknown to them) to solve a mathematical problem. Non-standard tasks have a strong motivational character; they can fundamentally develop logical thinking. Non-standard mathematical problems can be applied into teaching all levels of education.

In our article, we focus on geometric problems from the Mathematical Kangaroo competition, Junior category. We show examples of some interesting geometric problems. We use Spearman's rank correlation coefficient to show relationship between the number of geometric examples and the number of solvers with excellent results. We concentrate our attention on combinatorial geometric problems.
Geometric problems, Mathematical Kangaroo, non-standard tasks.