Articles

• Fostering engineering freshmen’s shifts of attention by using Matlab LiveScript for solving mathematical tasks

  1-14

  Giovannina Albano

  Agnese Ilaria Telloni

  Views:

  119

  We designed an experimental path including a summative assessment phase, where engineering freshmen are involved in solving mathematical tasks by using Matlab LiveScripts. We analyzed the students’ answers to a questionnaire about their perceived impact of the use of Matlab on their way to solve mathematical tasks. The main result is that students show shifts of attention from computations to other aspects of problem solving, moving from an operational to a structural view of mathematics.

  Subject Classification: 97U70, 97H60

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  90

• On the relationship between Mathematics- and Computer Science Education

  15-34

  Karl Fuchs

  Views:

  87

  In the first half of the paper, the profile of the two scientific disciplines of Mathematics Education and Computer Science Education is traced. In Mathematics Education, the description has been given in a short longitudinal section of its preying cornerstones since the beginning of the 1960s. In Computer Science Education, this is done through the description of an emancipatory science that has been taking place since the beginning of the 1990s. The second half of the contribution, with the discussion of the different perspectives of the two disciplines on the common topics of modeling and competence models, finally leads to the identification of the two disciplines as two autonomous and independent sciences.

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  96

• Computer cooking vs. problem solving

  35-58

  Mária Csernoch

  Tímea Nagy

  Júlia Csernoch

  Views:

  76

  Computer cooking is a task-related phenomenon where students (end-users) must blindly follow a long list of orders without any connection to the content of the problem, if there is any. Despite its low efficacy, this method is widely used and accepted in informatics both in the learning-teaching process and testing. The National Base Curriculum 2020 in Hungary is in complete accordance with the ‘Informatics Reference Framework for Schools’, but the course books hardly use the latest results of computer education research. The present paper provides examples of how the results of computer education research can be integrated into teaching-learning materials and classroom practices and discusses the effectiveness and consequences of the different solutions, where tool-centred approaches are compared to problem-focused solutions.

  Subject Classification: 94-01

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  55

• The use of e-tests in education as a tool for retrieval practice and motivation

  59-76

  Gabriella Papp

  Views:

  105

  In many studies we can read about what techniques are used in the educational process to deepen knowledge, and what can motivate students to learn. We aimed to give our students (who will be a teacher) a practical demonstration of learning techniques. We carried it within the framework of a course, at the end of which we also examined how much it motivates students if they write an e-test as a retrospective in order to deepen the material of the lesson. In the paper, we will present the results of the research as well as students’ opinions regarding the motivating effect of the tests.

  Subject Classification: 97-01, 97D40, 97I10

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  84

• Online tests in Comprehensive Exams – during and after the pandemic

  77-93

  Adrienn Vámosiné Varga

  Views:

  95

  The Covid-19 pandemic accelerated the development of electronic (e-learning) assessment methods and forced their use worldwide. Many instructors and students had to familiarize themselves with the form of distance education. During and since Covid-19 in Hungary, at the Faculty of Engineering of the University of Debrecen, the written part of the Comprehensive Exam in Mathematics is organized in a computer lab of the university using an online test. Our goal is that the results of the tests may be as reliable as possible in terms of measuring the students’ knowledge, and thus the grades given based on the test results would be realistic. In this paper, we show the analysis of a sample written exam and compare the real exam results of students who were prepared for the comprehensive exam during Covid-19 and who have participated in face-to-face education since then. The tools provided by the Moodle system necessary for comparison are also presented.

  Subject Classification: 97D40, 97D70, 97U50

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  51