Reducing abstraction when learning graph theory

This article presents research on students’ understanding
of basic concepts in Graph Theory. Students’ understanding
is analyzed through the lens of the theoretical framework of
reducing abstraction (Hazzan, 1999). As it turns out, in spite
of the relative simplicity of the concepts that are introduced
in the introductory part of a traditional Graph Theory course,
some students exhibit ways of thinking that indicate reduction
of the level of abstraction. The importance of this study is derived from the importance of graph algorithms in any Computer Science curriculum and the centrality of the concept of
abstraction in Computer Science education.