Articles

• Ein anderer Weg bei dem Logarithmusunterricht: Ein entwickelndes Unterrichtsexperiment

  1-16

  Ferenc Várady

  Views:

  18

  In my developmental experiment I tried to fusion the expectations of the Hungarian education and the realistic mathematics education. The duration of this experiment was 33 lectures long. In this article I try to show how were introduced the definition, the rules of logarithm with real life problems and the outcome of the experiment.

  PDF (German)

  6

• Central axonometry in engineer training and engineering practice

  17-28

  András Zsolt Kovács

  Views:

  31

  This paper is concerned with showing a unified approach for teaching central and parallel projections of the space to the plane giving special emphasis to engineer training. The basis for unification is provided by the analogies between central axonometry and parallel axonometry. Since the concept of central axonometry is not widely known in engineering practice it is necessary to introduce it during the education phase. When teaching axonometries dynamic geometry software can also be used in an interactive way. We shall provide a method to demonstrate the basic constructions of various axonometries and use these computer applications to highlight their similarities. Our paper sheds light on the advantages of a unified approach in such areas of engineering practice as making hand drawn plans and using CAD-systems.

  PDF

  5

• The use of different representations in teaching algebra, 9 th grade (14-15 years old)

  29-42

  Eszter Árokszállási

  Views:

  36

  Learning Algebra causes many difficulties for students. For most of them Algebra means rote memorizing and applying several rules without understanding them which is a great danger in teaching Algebra. Using only symbolic representations and neglecting the enactive and iconic ones is a great danger in teaching Algebra, too. The latter two have a primary importance for average students.
  In our study, we report about an action research carried out in a grade 9 class in a secondary school in Hungary.The results show that the use of enactive and iconic representations in algebra teaching develops the students' applicable knowledge, their problem solving knowledge and their problem solving ability.

  PDF

  4

• The golden ratio and Viéte’s formula

  43-54

  Esther M. García-Caballero

  Samuel G. Moreno

  Michael P. Prophet

  Views:

  36

  Viéte's formula uses an infinite product to express. In this paper we find a strikingly similar representation for the Golden Ratio.

  PDF

  12

• Recalling calculus knowledge

  55-70

  Ljerka Jukić Matić

  Views:

  35

  The main purpose of educational system is not only that the students perform well at the exam, but to remember the learnt material to some degree some time after the learning. This paper investigates students' retained knowledge, focusing mainly on topics concerning derivatives and differentiation, and examines the effect of re-learning in a short period of time. Results indicate that retained knowledge should be taken into consideration in instructional design and curriculum planning for the sequencing courses.

  PDF

  4

• Diophantine equations concerning various means of binomial coefficients

  71-79

  Richárd Rakamazi

  Views:

  34

  The main goal of this paper is to show by elementary methods, that there are infinitely many different pairs of binomial coefficients of the form (n C 2) such that also their arithmetic, geometric and harmonic means, resp. have the same form. We give all solutions for the arithmetic mean. We also give infinitely many non-trivial solutions for the arithmetic mean of three binomial coefficients satisfying some special conditions. The proofs require the solution of some other interesting Diophantine equations, too. Since the author is also a secondary school teacher, we use elementary methods that mostly can be discussed in secondary school, mainly within the framework of group study sessions. This explains why the means are generally analysed for two terms and for binomial coefficients with "lower" value 2, since further generalizations require substantially deeper mathematical methods which are beyond the frames of this paper.

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  2

• Teaching probability theory by using a web based assessment system together with computer algebra

  81-95

  Anna Takács Klingné

  Views:

  37

  In the course of Maths Basics 2, the Faculty of Economic Science students of Kaposvár University learn the classical chapters of Probability Theory, namely random variables and the well-known probability distributions. Our teaching experiences show that students' achievement is weaker in case of problems concerning continuous random variables. From school year 2012/13 we have had an opportunity to take Maple TA, the web-based test- and assessment system, into the course of education. It is sufficient for the users of Maple TA to have a browser. Maple computer algebra system, which runs on the server, assesses students' answers in an intelligent way, and compares them with the answers that are considered correct by the teacher. In our presentation we introduce some elements of Maple TA system, the didactic considerations the test sheets were made by, as well as our research results concerning the use of Maple TA.

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  5

• Key concepts in informatics: documents

  97-115

  László Gudenus

  Henrik Helfenbein

  László Zsakó

  Views:

  35

  "The system of key concepts contains the most important key concepts related to the development tasks of knowledge areas and their vertical hierarchy as well as the links of basic key concepts of different knowledge areas. When you try to identify the key concepts of a field of knowledge, you should ask the following questions: Which are the concepts that are the nodes of the concept net and can be related to many other concepts? Which are the concepts that necessarily keep re-appearing in different contexts when interpreting what you have learnt before? Which are the concepts that arrange specific facts in structures, which contribute to interpreting and apprehending new information and experience? Which are the concepts that – if you are unfamiliar with and unaware of – inhibits you in systematizing various items of knowledge or sensibly utilizing them?" [8] One of the most important of these concepts is the document.

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  2

• Report of meeting Researches in Didactics of Mathematics and Computer Sciences: January 24-26, 2014 Eger, Hungary

  117-134

  E. Herendiné Kónya

  I. Oláhné-Téglási

  Views:

  15

  The meeting Researches in Didactics of Mathematics and Computer Sciences
  was held in Eger, Hungary from the 24th to the 26th of January, 2014 at the
  Eszterházy Károly College. It was organized by the PhD School of Mathematics and Computer Sciences of the University of Debrecen and the Eszterházy Károly College in Eger.
  The 58 participants – including 43 lecturers and 18 PhD students – came from 7 countries, 15 cities and represented 22 institutions of higher education.

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  5