Articles

• Supporting the theory of math didactic using knowledge-measuring questions and analysis of the solutions

  1-16

  Sándor Kántor

  Péter Fejes-Tóth

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  8

  New or rediscovered results presented in this paper are the results of the analysis of the problem sets used in the two-tier system secondary school final examination in mathematics, a system that was introduced in Hungary in 2005.
  Many of the revealed problem arise in connection with misunderstanding the text of the problems. Causes of misinterpretation can be either that the text is lacking some important information, or that it should be interpreted not in word-to-word manner.
  Theses and their argumentations presented here refer partly on the new types of problems (tests, non-standard mathematical contents), and partly on improvement of learning-teaching process in topics of equations and approximations.

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• Examining relation between talent and competence through an experiment among 11th grade students

  17-34

  Veronika Árendás

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  11

  The areas of competencies that are formable, that are to be formed and developed by teaching mathematics are well-usable in recognizing talent. We can examine the competencies of a student, we can examine the competencies required to solve a certain exercise, or what competencies an exercise improves.
  I studied two exercises of a test taken by students of the IT specialty segment of class 11.d of Jedlik Ányos High School, a class that I teach. These exercises were parts of the thematic unit of Combinatorics and Graph Theory. I analysed what competencies a gifted student has, and what competencies I need to improve while teaching mathematics. I summarized my experience about the solutions of the students, the ways I can take care of the gifted students, and what to do to the less gifted ones.

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• Engineering and Economic Mathematics for Engineering Management Students

  35-50

  Kornélia Éva Dékány

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  10

  In this article we describe the first part of a case study, which was made with 48 Engineering Management students. The participants of the case study were MSc level students at the Szent István University, Gödöllő. We looked for methods by which we can support the most important components of competence motivation and the development of mathematical and other key competences during the mathematics lessons and individual learning. Another goal of our research was to get reliable information about students learning methods and their awareness of self-efficacy, furthermore their achievement in the subject of Engineering and Economic Mathematics. Detailed assistance was provided for the students in the e-learning portal. Knowledge tests, questionnaire and personal interviews with the students were also used. As an example we introduce one of the knowledge tests connected with the first half of the course about linear programming and graph theory. We detail its didactical background and show the results of the students.

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• Some Remarks on History of Mathematical Problem Solving

  51-64

  Bernd Zimmermann

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  9

  In this contribution, it is our goal is to look on history of mathematics as a resource for a long-term study of mathematical problem solving processes and heuristics. In this way we intend to get additional information, e. g., about heuristics which proved to be extremely successful to create new mathematics. "Changing representation" and "false position" are examples of such strategies, which are illustrated by concrete examples to demonstrate the use for classroom teaching and teacher education. Our methods are based on hermeneutic principles.

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• Analysing the effects of OOP helper application

  65-75

  József Udvaros

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  6

  Nowadays students of secondary schools are familiar with the usage of computer very soon, lot of them are even capable of handling user applications very cleverly. This is satisfying for most of them. Those who imagine their future in programming or system developing, need to have deeper knowledge about object oriented programming, however, students do have it at very low level or not at all. We want to make sure whether this suppose is true, so different examinations have recently been made at Slovakian secondary schools with Hungarian teaching language. We have reached a conclusion that the students' knowledge of object oriented programming is deficient. We could achieve better results by using proper applications as a visual aid. In this paper we examine the efficiency of an application made by us.

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• Dressed up problems - the danger of picking the inappropriate dress

  77-94

  Anna Muzsnay

  Csaba Szabó

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  4

  Modelling and dressed-up problems play an inevitably unavoidable role in mathematics education. In this study we would like to point out how dangerous is it to dress up mathematical problems. We go back to the principle of De Lange: The problem designer is not only dressing up the problem, but he is the solution designer, as well. We show three examples selected from Hungarian high school textbooks where the intended solution does not solve the problem, because the dressing changes the context and changes the problem itself.

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• Preliminary e ects of mathematics curriculum development for primary school student teachers in Sárospatak Comenius Campus

  95-107

  Erika Gyöngyösi-Wiersum

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  7

  Hungarian students' mathematics performance has been getting weaker in the past few years. A possible solution to stop this tendency is to develop curriculum. Therefore, Hungarian researchers have been refining a particular framework of curriculum development in primary school teacher training programmes. The national curriculum is designed on the assumption that learning can be broken into a sequence of levels and students can evenly succeed in gaining knowledge at successive levels. In this paper, we want to discuss how to reduce students' difficulties with different background to grow competence at successive levels.

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• Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: January 27-29, 2017 Budapest, Hungary

  109-128

  E. Kónya

  Views:

  3

  The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Budapest, Hungary from the 27th to the 29th of January, 2017 at Eötvös Lorand University. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen and the Department of Mathematics Teaching and Education Centre Institute of Mathematics.
  The 62 participants – including 43 lecturers and 20 PhD students – came from 7 countries, 22 cities and represented 35 institutions of higher and secondary education.

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