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• Über einen allgemeinen Übungsbegriff bei verschiedenen Unterrichtsmethoden in der Planung des Mathematikunterrichtes

  175-201

  Gabriella Ambrus

  Views:

  128

  Practice is important in the education of mathematics but is neclected in the didactic of mathematics. One of the reasons is that practice is often defined too "narrowly" and the definitions of practice have in most cases an obscure background theory. In the article a general definition of practice is given, which – in contrast to the usual definitions – views practice from the point of the pupils (practice means activity of pupils). By utilising this definition consequences will be drawn. These consequences serve as for the more exact planning of practice in education as for the analysis of the dependency of practice from teachingsmethods.
  In the second part an example will be presented for planning together practice and lesson, in two different teachingsmethods (traditionel, problemsolving). The analysis of both worksheets (one for each method, identical teachingsmaterial) was made on the basis of authors practise in lessons i.e. her own concepts and the experience with pupils at a class 5. On the basis of the expectable solutions is specified – using a criteriacatalog – what was practised.
  The analysis of practice leads further to the examination of above mentioned dependency from teachingsmethods.

• Combinatorics teaching experiment

  27-44

  Károly Csabay

  József Daragó

  Views:

  104

  Teaching combinatorics has got its conventional method. One has to see: the combinatorical formations won't be follow each other by a heuristic way. The formulas kept by pupils seem to come from "deus ex machina". We try to offer now an alternative way to approach combinatorical concepts from a nontraditional direction and point of view.

• Some logical issues in discrete mathematics and algorithmic thinking

  243-258

  Viviane Durand-Guerrier

  Views:

  189

  The role of logic in mathematics education has been widely discussed from the seventies and eighties during the “modern maths period” till now, and remains still a rather controversial issue in the international community. Nevertheless, the relevance of discrete mathematics and algorithmic thinking for the development of heuristic and logical competences is both one of the main points of the program of Tamás Varga, and of some didactic teams in France. In this paper, we first present the semantic perspective in mathematics education and the role of logic in the Hungarian tradition. Then, we present insights on the role of research problems in the French tradition. Finely, we raise some didactical issues in algorithmic thinking at the interface of mathematics and computer science.

  Subject Classification: 97E30

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

  81-95

  Anna Takács Klingné

  Views:

  105

  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.

• Teaching geometry using computer visualizations

  259-277

  Elvira Ripco Sipos

  Views:

  85

  In this work we study the development of students' creativity using computer-aided-teaching during IT classroom. Teaching geometry in Bolyai Grammar School specialized natural science classes is not an easy task. Here is introduced a new didactic means of teaching geometry which nevertheless requires the same effort to understand the material, but uses a different more active method to familiarize students with the topics. Traditional methods, and the use of compasses and rulers are not omitted either, as they develop the students' motor skills.