| Summary:
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First, the contribution describes the most significant turning points of the gradual development of recognition in knot theory, then it provides examples of the use of classical knots in history, mentions some pictorial forms of motivation for the inclusion of knot theory in teaching mathematics, presents basic concepts of knot theory suitable for mathematics teaching in the lower years of 8-year secondary grammar school and offers a set of simple tasks in this interesting field of mathematics which correspond with the activity-concept of teaching of mathematics. Moreover, some experience with the tasks is summarized together with recommendations for the inclusion of knot theory tasks in the lower classes of the 8-years secondary grammar school. (English) |
