Network analysis is a topic in secondary mathematics education of growing importance because it offers students an opportunity to understand how to model and solve many authentic technology and engineering problems. However, very little is known about how students make sense of the algorithms typically used in network analysis. In this study, I used the Hungarian algorithm to explore how students make sense of a network algorithm and how it can be used to solve assignment problems. I report the results of a design-based research project in which eight Year 12 students participated in a teaching experiment that spanned four 60-min lessons. A hypothetical learning trajectory was developed in which students were introduced to the steps of the Hungarian algorithm incrementally. The results suggest that students made sense of the intermediate steps of the algorithm, the results of those steps, and how the algorithm works to solve assignment problems. The difficulties that students encountered are also discussed.

网络分析是中学数学教育中越来越重要的主题，因为它为学生提供了一个了解如何建模和解决许多真实技术和工程问题的机会。然而，对于学生如何理解网络分析中通常使用的算法知之甚少。在这项研究中，我使用匈牙利算法来探索学生如何理解网络算法以及如何使用它来解决分配问题。我报告了一个基于设计的研究项目的结果，在该项目中，八名 12 年级的学生参加了一项跨越四节 60 分钟课程的教学实验。开发了一个假设的学习轨迹，其中逐步向学生介绍匈牙利算法的步骤。结果表明，学生理解了算法的中间步骤、这些步骤的结果，以及算法如何解决分配问题。还讨论了学生遇到的困难。