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• Regula falsi in lower secondary school education

  169-194

  Zsolt Fülöp

  Views:

  189

  The aim of this paper is to offer some possible ways of solving word problems in lower secondary school education. Many studies have shown that pupils in lower secondary school education (age 13-14) encounter difficulties with learning algebra. Therefore they mainly use arithmetical and numerical checking methods to solve word problems. By numerical checking methods we mean guess-and-check and trial-anderror. We will give a detailed presentation of the false position method. In our opinion this method is useful in the loweer secondary school educational processes, especially to reduce the great number of random trial-and-error problem solving attempts among the primary school pupils. We will also show the results of some problem solving activities among 19 grade 8 pupils at our school. We analysed their problem solving strategies and compared our findings with the results of other research works.

• Metadata and education

  325-343

  Erzsébet Forczek

  Views:

  158

  This article is a (possible) conceptual educational model, which introduces data representation, information storage and retrieval possibilities on the Web in a way analogous to the levels of organization of metadata.
  The model uses the traditional library and information systems as a starting point, referring to the levels and types of information organization, and describes directions of its development. General acquaintance with the dominant organizational levels and types helps to understand the information organization on the internet, the coexistence of both structured and unstructured elements, the closedness and deficiencies of the content of information, and also helps to find possible ways of correcting these deficiencies. One of the main advantages of model-driven approaches is that they, by using the well-known classical systems, make tangible the development of physical and content data organization types and levels of organization of information for medical students that usually do not possess informatics knowledge.
  The conceptual model presented in details in the article can provide a basis for a general introduction to metadata and to develop curricula equally appropriate for traditional face to face classes, trainings and online courses.

• Models of impulsive phenomena: experiences with writing an interactive textbook

  333-345

  János Karsai

  Views:

  109

  "Take the textbook to computer" – is said quite often. Would it be so easy? If we start such a work, we meet a lot of trouble very soon. A book stored on a CD, read on the screen of computer and containing some hyperlinks does not become automatically electronic textbook. There are difficulties also in writing merely an electronic attachment to a classical book. In this paper, we deal with some important features (actually important from our point of view) of interactive mathematics textbooks, arising mathematical, didactical and technical problems. The "principles" are illustrated with examples taken from the book-CD "Models of Impulsive Phenomena".

• The first clear distinction between the heuristic conjecture and the deductive proof in the ancient mathematics

  397-406

  Lajos Klukovits

  Views:

  86

  The mathematics of the ancient river-valley cultures was purely empirical, while the classical Greek mathematics was entirely deductive without any written sign of the heuristic arguments. In the forthcoming Hellenistic period there were significant changes. One of them is that in spite of the rigorous (deductive) proofs some heuristic arguments appeared in separate treatises. We show a nice example due to Archimedes.
  "We have learned from the very pioneers of this science not to have regard to mere plausible imaginings when it is a question of the reasonings to be included in our geometrical doctrine." – Proclus