ISSN : 3059-0604
In this paper, we examine the process of mathematization from the instructor’s perspective, based on lessons related to the nets of a cube and a regular octahedron for elementary gifted students in an advanced program. Specifically, we investigate how the number of nets considered by students, based on the adjacency and parallelism of faces in the nets (represented respectively by the concepts of trees and partitions of sets), leads to a process of mathematization by the instructor using the concept of matchings in graphs to determine the number of nets for a rectangular prism and a square prism.
