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• The Relationship between Spatial Orientation and Mathematical Performance among High School Students

  17-26

  Róbert Erdei

  Rita Nagyné Kondor

  Views:

  217

  Research studies indicate that the development of spatial orientation is crucial for understanding science, technology, engineering, and mathematics (STEM). Based on this, we investigated whether there is a correlation between the mathematics grades of middle school students and their performance on various visual perception tasks. The visual perception tasks we used fell into two categories. In the first, participants had to select the development of 3D shapes from a set of given options. For each 3D shape, we offered 4-4 possible developments. In total, participants had to solve 13 tasks. In the second type of task, they also had to choose a pattern matching the presented stimulus from four possibilities. The patterns were 5x5 squares of increasing complexity, initially consisting of two, then three, and finally four colour combinations. A total of 32 students participated in the survey, comprising 12 boys and 20 girls, all of whom were high school students. The level of correlation between scores on the tasks and grade 9 marks in mathematics was investigated. The results of the statistical analysis revealed no significant difference in performance between boys and girls in each task. The performance in the two different types of functions showed a strong positive correlation (p<.05) with each other, both when the performance of girls was considered and when the performance of all students was compared. Furthermore, there was no strong correlation between the mathematics grade score and the other variables. The probable reason for this is the significantly higher proportion of numeracy tasks and a relatively low proportion of geometry tasks in the mathematics grade. A limitation of the study is the small sample size and the fact that only high school students were examined. Considering the results and limitations of our pilot study, it is promising to extend the survey to a larger sample of mixed-grade students from secondary schools and technical schools, investigating the relationship with additional subjects.

• Survey of the Movement Competences about the Disadvantaged Pre-School Children in the Counties Borsod-Abaúj-Zemplén, Hajdú-Bihar and Szabolcs-Szatmár-Bereg

  85-95

  Sándor Szerepi

  Views:

  260

  Between 2017-2020 I was a member in the project called „Opportunity Maker Kindergarten” (EFOP-3.1.3-16-2016-00001). It was organised by the National Educational Office. The purpose of this project is helping and supporting the kindergartens which are teaching and educating lots of disadvantaged (and roma) children. There was an important part of this work: taking an ability measurement by the kindergarten teachers. It was a special measurement, because we collected their judgements of some statement. In the study, we looked at children aged 5-7 years. In this study, we focus on an important aspect of the survey, namely the examination of motor skills. We obtained results in five categories (1, spatial orientation and movement coordination, 2, body awareness, sense of balance, 3, physical fitness, 4, reaction speed, 5, fine motor skills), with five dimensions per category (except for the body awareness category), from the kindergartens participating in the project in the three selected counties.In the overall survey, kindergartens provided information on a total of 1,112 children, with the following numbers of responses in the three counties analysed: 259 in Borsod-Abaúj-Zemplén, 178 in Hajdú-Bihar and 271 in Szabolcs-Szatmár-Bereg. No significant difference was observed in the results: only a few percent difference can be detected in the sample.

• REHABILITATION IN PRACTICE — INDIVIDUAL DEVELOPMENTAL PLAN MODEL

  77-100

  Mariann Csányi

  Views:

  770

  How can we create individual a development plan, a lesson plan, and a development board? This methodological study shows the sample documents and gives recommendations about the development of general knowledge, attention, vocabulary, linguistic layout, movement and rhythm, counting and measurement, reading and writing, spatial, planar and time orientation, body schema, speech, analytic and synthetic thinking, psychosocial rehabilitation and learning technics.