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Connections between discovery learning through the Pósa Method and the secondary school leaving examination in three Hungarian mathematics classrooms
67-85Views:210The Pósa Method is a guided discovery learning method that has been used in Hungarian education in the form of extracurricular activities for "gifted" mathematics students. A four-year experiment implemented the method in three more "average" classrooms. This article reports on the relationship between the Pósa Method and the standardized secondary school leaving mathematics exam (Matura Exam in short) in Hungary. Data consists of students' survey responses, teacher interviews, and exam results from the three Hungarian classrooms who took part in the four-year experiment. We identify aspects of the Pósa Method that can benefit and hinder exam performance. In addition, we find that learning through the Pósa Method for the four years of high school has adequately prepared students for the exam.
Subject Classification: 97D44, 97D54, 97D64
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A retrospective look at discovery learning using the Pósa Method in three Hungarian secondary mathematics classrooms
183-202Views:183While the Pósa Method was originally created for mathematical talent management through extracurricular activities, three "average" public secondary school classrooms in Hungary have taken part in a four-year experiment to implement the Pósa Method, which is based on guided discovery learning of mathematics. In this paper, we examine the students' and teachers' reflections on the Pósa Method, and how student perspectives have changed between their first and last year of high school. Overall, teachers and students had a positive experience with the Pósa Method. Furthermore, our research indicated that this implementation has met several objectives of the Pósa Method, including enjoyment of mathematics and autonomous thinking.
Subject Classification: 97D40
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Report of meeting Researches in Didactics of Mathematics and Computer Sciences: January 24-26, 2014 Eger, Hungary
117-134Views:8The 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. -
CAS-aided visualization in LATEX documents for mathematical education
1-18Views:24We have been developing KETpic as a macro package of a CAS for drawing fine LATEX-pictures, and we use it efficiently in mathematical education. Printed materials for mathematics classes are prepared under several constraints, such as "without animation", "mass printings", "monochrome", and "without halftone shadings". Because of these constraints, visualization in mathematical education tends to be unsatisfactory. Taking full advantages of LATEX and CAS, KETpic enables us to provide teaching materials with figures which are effective for mathematical education. The effects are summarized as follows:
(1) The plottings of KETpic are accurate due to CAS, and enable students to deduce mathematical laws.
(2) KETpic can provide adequate pictures for students' various interest. For example, when some students who understand a matter try to modify it, KETpic can give them appropriate and experimental figures.
(3) Even though CAS can draw 3D-figures beautifully and automatically, it is expensive for mass printings and the figures are sometimes not easy to understand. Oppositely, 3D-graphics by KETpic are monochrome, but are richly expressive.
In this paper, we give various examples of LATEX-pictures which we drew by using KETpic. For instance, the picture which is used in order to explain the convergence theorem of Fourier series makes it easier for students to understand the idea that function series converge to another function. Also the picture of skeleton is endowed with clear perspective. KETpic gives us great potential for the teaching of combinatorial mathematics. Through these examples, we claim that KETpic should have great possibilities of rich mathematical expressions under the constraints above mentioned. -
Assimilation of mathematical knowledge using Maple
321-331Views:33For more than four years we have been teaching a Maple course at University of Debrecen for prospective mathematics teachers. The aim of the course is that students get some experience on mathematical visualization with Maple. At the last part of the course the student is provided with a problem of geometrical flavor. Within three or four weeks he/she must obtain a solution. In this paper we present and analyze two of student projects: rotation of the hypercube and drawing of complex functions. The concluding remark is that most of the students will profit from using Maple for such type of problems: it helps to assimilate mathematical knowledge. -
Report of meeting Researches in Didactics of Mathematics and Computer Sciences: January 23-25, 2015 Novi Sad, Serbia
141-162Views:11The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Novi Sad, Serbia from the 23th to the 25th of January, 2015 at the University of Novi Sad. It was organized by the PhD School of Mathematics and Computer Sciences of the University of Debrecen and the Department of Mathematics and Informatics of the University of Novi Sad.
The 70 participants – including 42 lecturers, and 18 PhD students – came from 9 countries, 28 cities and represented 40 intstitutions of higher education. -
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences, April 1-3, 2022 Baja, Hungary
135-155Views:151The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Baja, Hungary, at Eötvös József College, from the 1st to the 3th of April, 2022. It was organized by the Doctoral School of Mathematical and Computational Sciences of the University of Debrecen and by Eötvös József College. The 62 participants - including 18 PhD students - came from 8 countries and represented 26 institutions of higher and secondary education. There were 3 plenary and 40 session talks in the program.
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Guided Discovery in Hungarian Education Using Problem Threads: The Pósa Method in Secondary Mathematics Classrooms
51-67Views:108In Hungary, ‘guided discovery’ refers to instruction in which students learn mathematical concepts through task sequences that foster mathematical thinking. A prominent figure of guided discovery is Lajos Pósa, who developed his method to teach gifted students. Rather than teaching mathematics through thematic blocks, the Pósa Method employs webs of interconnected problem threads in which problems are built on each other, and different threads are presented simultaneously, so that students work on problems from multiple threads at the same time. It was found that this method has been successful as extracurricular training for gifted students since the 1980s; however since 2017, as part of an ongoing research, the method has been applied to mainstream curriculum in two public secondary school classrooms. The present paper examines the design and implementation processes of problem threads in this public secondary school context.
Subject Classification: 97D40
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Dynamic methods in teaching geometry at different levels
1-13Views:28In this paper we summarize and illustrate our experiences on DGS-aided teaching geometry of the courses "Computer in mathematics" and "Mathematical software" held for students at Juhász Gyula Teacher Training College of University of Szeged. Furthermore, we show examples from our grammar school experiences too. The figures in this paper were made by using Cinderella ([19]) and Euklides ([21]). -
Writing a textbook – as we do it
185-201Views:13Recent surveys studying mathematics teaching show that there is a great variety in the level of mathematics teaching in Hungary. To increase efficiency (and decrease differences between schools) it is essential to create textbooks with new attitudes. The experiment we started after the PISA survey of 2000, produced a textbook that is new, in some sense even unusual in its attitude and methods. This paper presents the experiences we gained in the course of this work. -
Blind versus wise use of CAS
407-417Views:3During my courses for mathematics major students I often use technology linked to the arising problems. In such cases I noted that some students were used to learn just some procedures, which made them able to solve (partially) some problems and when they got the result, they accepted it passively and did not relate it to the initial problem.
In this paper I outline a strategy and investigate some simple exercises about how to develop a critical attitude towards the results obtained by technology in an introductory course to CAS.
I believe that wise use of technology offers an effective method in teaching mathematics, without reducing the students' mental contribution. -
Manipulatives and semiotic tools of Game of Go as playful and creative activity to learn mathematics in early grades in France
197-206Views:62This research develops resources to teach mathematics in French primary school by using the game of Go. A group of searchers, teachers and go players meet at university to produce teaching resources. These resources are implemented in the classroom. Then the group evaluate this implementation and improve the resources. The aim of this classroom research is to study the opportunities of the game of Go to learn mathematics and to propose a teacher training course to implement the game of Go in French primary schools in accordance with the French syllabus. Game of Go appears as a manipulative and semiotic tool to learn mathematics at primary school.
Subject Classification: 97D50, 97U60
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A new approach for explaining Rhind's Recto – and its utility in teaching
337-355Views:34The Recto is a table in the Rhind Mathematical Papyrus (RMP) of ancient Egypt containing the unit fraction decompositions of fractions 2/n (3 ≤ n ≤ 101, n odd). To the question how (and why) the decompositions were made, there exists no generally accepted answer. The fact that in some other sources of Egyptian mathematics decompositions different from those in Recto exist makes the problem more difficult.
Researchers normally try to find the answer in some formulas by which the entries of the table were calculated [see e.g. 1, 42]. We are convinced that the correct answer is not hidden in formulas but in the characteristics of Egyptian mathematics namely those of fraction and division concepts. To study them is important not only from historical point of view but also from methodological one: how to develop fraction concept and how to make division easier. -
Report of meeting Researches in Didactics of Mathematics and Computer Sciences: January 28 – January 30, 2011, Satu Mare, Romania
159-179Views:9The meeting Researches in Didactics of Mathematics and Computer Science was held in Satu-Mare, Romania from the 28th to the 30th of January, 2011. The 46 Hungarian participants – including 34 lecturers and 12 PhD students – came from 3 countries, 14 cities and represented 20 institutions of higher education. The abstract of the talks and the posters and also the list of participants are presented in this report. -
Examining continuity/discontinuity of a function by using GeoGebra
241-257Views:24The possibility to visualize the things with the help of today's dynamic software (GeoGebra being one of them), enables the students to see and explore mathematical relations and concepts that were difficult to be presented in the past, prior to the state-of-the-art technologies. In methodological sense, the contribution of this paper lies in the presentation of a set of visualizations designed to help students better understand and explore the basic calculus concepts such as continuity at a point, to examine discontinuity at a point, to display discontinuities and the relations between continuity and differentiability of single variable functions. In technical sense, this paper presents creative GeoGebra applets which offer new possibilities that could be of a vital importance for the future development of e-learning of College mathematics. -
Radio Frequency Identification from the viewpoint of students of computer science
241-250Views:8This paper aims at creating the right pedagogical attitudes in term of teaching a new technology, Radio Frequency Identification (RFID) by evaluating the social acceptance of this new method. Survey of future teachers, students of teacher master studies and students from informatics oriented secondary schools were surveyed comparing their attitudes in terms of RFID to other recent technologies. Consequences of this survey are incorporated into the curriculum of the new RFID course at our institution. -
Report on the First Central- and Eastern European Conference on Computer Algebra- and Dynamic Geometry Systems in Mathematics Education, 20-23 June, 2007, Pécs, Hungary
409-413Views:22The Department of Mathematics of the University of Pécs, Pollack Mihály Engineering Faculty organized in the year 2007 a conference on the role of CAS and DGS in the Mathematics education. We discuss the conference's activities. -
Increasing the popularity and efficiency of distance education by old-new methods
211-228Views:31In our essay we aim to provide suggestions to develop distance education and we decisively focus on programmed education that is supported by e-learning environment. We both think that the shortage of programmed educational methods is causeless in Hungary's distance education. The widespread usage of info-communication devices and of the Internet makes the programmed educational methods (not as an exclusive method) possible to use in distance education together with e-learning environment. In our work we summarize the possible solutions and at the same time we also provide a case study, as an insight into our e-learning project (called Logical Programming) by Moodle. -
Outstanding mathematicians in the 20th century: András Rapcsák (1914-1993)
99-110Views:21In this paper we commemorate the life and work of András Rapcsák on the occasion of the centenary of his birth. He was an outstanding professor and a scholar teacher. He was head of the Department of Geometry (1958-1973) and the director of the Institute of Mathematics at the University of Debrecen (Hungary). He played an important role in the life of the University of Debrecen. He was the rector of this university between 1966 and 1973.
At the beginning of his career he taught at secondary schools in several towns. He wrote mathematical schoolbooks with coauthors. He also taught at Teacher's College in Debrecen and in Eger.
He became to interested in differential geometry under the influence of Ottó Varga. The fields of his research were line-element spaces and related areas. He was elected an Ordinary Member of the Hungarian Academy of Science in 1965. He wrote 21 papers, 8 school and textbooks and 3 articles in didactics of mathematics. -
Correction to Mneimneh (2019): "Simple variations on the Tower of Hanoi: A study of recurrences and proofs by induction” Teaching Mathematics and Computer Science 17 (2019), 131-158.
109Views:87In the article “Simple variations on the Tower of Hanoi: A study of recurrences and proofs by induction” by Saad Mneimneh (Teaching Mathematics and Computer Science, 2019, 17(2), 131–158. https://doi.org/10.5485/TMCS.2019.0459), there was an error in Table 1 (p. 155), and consequently, the first paragraph of Section 8 (p. 154) also needed correction.
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Simple Variations on The Tower of Hanoi: A Study of Recurrences and Proofs by Induction
131-158Views:119The Tower of Hanoi problem was formulated in 1883 by mathematician Edouard Lucas. For over a century, this problem has become familiar to many of us in disciplines such as computer programming, algorithms, and discrete mathematics. Several variations to Lucas' original problem exist today, and interestingly some remain unsolved and continue to ignite research questions. Nevertheless, simple variations can still lead to interesting recurrences, which in turn are associated with exemplary proofs by induction. We explore this richness of the Tower of Hanoi beyond its classical setting to compliment the study of recurrences and proofs by induction, and clarify their pitfalls. Both topics are essential components of any typical introduction to algorithms or discrete mathematics.
Subject Classification: A20, C30, D40, D50, E50, M10, N70, P20, Q30, R20
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Compositions of dilations and isometries in calculator-based dynamic geometry
257-266Views:30In an exploratory study pre-service elementary school teachers constructed dilations and isometries for figures drawn and transformed using dynamic geometry on calculators. Observational and self assessments of the constructed images showed that the future teachers developed high levels of confidence in their abilities to construct compositions of the geometric transformations. Scores on follow-up assessment items indicated that the prospective teachers' levels of expertise corresponded to their levels of confidence. Conclusions indicated that dynamic geometry on the calculator was an appropriate technology, but one that required careful planning, to develop these future teachers' expertise with the compositions. -
Ein anderer Weg bei dem Logarithmusunterricht: Ein entwickelndes Unterrichtsexperiment
1-16Views:17In 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. -
Some thoughts on a student survey
41-59Views:26The paper analyzes a survey of college students and describes its major findings. The object of the survey, involving 154 students, was to discover and highlight the problems that arise in taking the course Economic Mathematics I. The paper, as the summary of the first phase of a research project, wishes to present these problems, ways that may lead out of them, and possible means of help that can be offered to those taking the course.