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Implementation opportunities of the Moodle learning management system in virtual environment the Sloodle project
275-293Views:30Using e-learning was firstly appeared in companies' sphere. It should be very useful if learning management systems were applied. Nowadays e-learning is used in different fields and gives useful informations in case of basics and its knowledge. It is essential to know the arranging technics and applicated handling methods of some supporting learning management systems of e-learning. The Moodle is the best-known learning management system.
The Second Life is one of the virtual environments which is useful in learning-teaching methods that is used in most educational institute all over the world. Sloodle is an open source project which connects the Second Life with Moodle learning management system. Sloodle is a kind of "bridge" in which different kind of activities and registering and provided in both Moodle and Second Life.
In our department, University of Debrecen Health Faculty of Nyíregyháza ILIAS learning management system has operated since February, 2008. In the interest of higher level education we decided to use and made available some courses through Moodle learning management system.
Some tools of Sloodle will be presented in our article. It will be the first study for our research in which we would use the Moodle learning management system, the virtual environment of Second Life and the project of Sloodle itself. Our article will contain the starting details and its statistical confirmation of our Sloodle project. We like to demonstrate that the results of the Sloodle-aided group are significantly better than the results of the control group in the most cases. -
Analysis of the affective factors of learning mathematics among teacher trainees
225-254Views:37The Hungarian National Core Curricula gives primacy to the development of abilities and the practical application of knowledge. The task of the training programme is primarily to prepare teacher trainees for the teaching and educating profession. As teachers, they are going to plan, organize, help, guide, control and evaluate the learning of mathematics of individuals and groups of students from the age of 6 to 10 (12), and cultivate their mathematical skills, thinking and positive attitude towards any mathematical activities. In order to train educators who are able to meet the above requirements on high standard, it is necessary to update the teacher training programme based on the trainees' preliminary knowledge and motivation level.
The key to learn about the child's mind and achieve conscious development is the systematization of factual knowledge and methodological awareness. The modern, flexible approach to subject pedagogy, based on pedagogy, psychology and epistemology, qualifies trainees to educate learners who understand and like mathematics. Therefore, it is essential to develop the trainees' positive approach to mathematics and arouse their demand for continuous professional improvement. (Programme of the four-year primary school teacher training, 1995.)
In our research we are looking for ways of ascertaining the starting parameters which have influence on the planning of the studies of mathematics and subject pedagogy. In this article we introduce a questionnaire by the means of which we collected information on the trainees' attitude and its changing towards mathematics. With the help of the analysis of the answers we paint a picture of the ELTE TÓFK (Eötvös Loránd University, Faculty of Elementary and Nursery School Teacher's Training) third year students' attitude to the subject, and we compare it to the tendencies noticed in the mass education. The energy invested in learning is influenced by the assumption of the relevance and importance of the subjects. Therefore we considered it also our task to reveal. Besides the students' attitude toward mathematics and their assumption about their own competence we have collected data also on their performance in the subject. Summarising the research results we show the advantages of the questionnaire, and summarise the observations which would indicate need for methodological changes in the mathematics teacher training. -
The appearance of the characteristic features of the mathematical thinking in the thinking of a chess player
201-211Views:34It is more and more important in 21st century's education that not only facts and subject knowledge should be taught but also the ways and methods of thinking should be learnt by students. Thinking is a human specificity which is significant both in mathematics and chess. The exercises aimed at beginner chess players are appropriate to demonstrate to students the mathematical thinking of 12-14 year-old students.
Playing chess is an abstract activity. During the game we use abstract concepts (e.g. sacrifice, stalemate). When solving a chess problem we use logical quantifiers frequently (e.g. in the case of any move of white, black has a move that...). Among the endgames we find many examples (e.g. exceptional draw options) that state impossibility. Affirmation of existence is frequent in a mate position with many moves. We know there is a mate but the question in these cases is how it can be delivered.
We present the chess problem on beginners' level although these exercises appear in the game of advanced players and chess masters too, in a more complex form. We chose the mathematical tasks from arithmetic, number theory, geometry and the topic of equations. Students encounter these in classes, admission exams and student circles. Revealing the common features of mathematical and chess thinking shows how we can help the development of students' mathematical skills with the education of chess. -
The time spent on board games pays off: links between board game playing and competency motivation
119-131Views:140The impact playing has on the development of thinking is an important topic of psychology of learning, brain research and mathematics didactics.
Our research is also connected to the aforementioned topic. We investigated the effects of playing board games on competence motivation and the development of mathematical competencies.
In this paper, we present the results of an experiment carried out in a secondary school class.
The experimental group spent one of three weekly mathematics lessons playing board games.
Apart from the several advantages of playing games in general, we can conclude that, based on the results of the national competence measurement, the mathematical competence of the students developed properly.
The readiness and the progress of the pupils were compared on the basis of input and output tests and an initial knowledge measurement and, at the same time, we compared their level of mathematical competence with the results of the national competence
measurement.Subject Classification: 97C70, 97D40
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Development of high school students' geometric thinking with particular emphasis on mathematically talented students
93-110Views:15We carried out research using Zalman Usiskin's test (1982) and also a modified version of his test to see how the geometric approach of secondary school students (Grades 8-10) specialized in mathematics had changed. We observed two groups of students for several years. Our aim was to find a relation between the change of the mean of the van Hiele level of the students and the structure of the geometry syllabus. We also observed if there was a change in the geometric approach of the students during the summer holidays and if so, in what way it changed. -
Mathematical gems of Debrecen old mathematical textbooks from the 16-18th centuries
73-110Views:29In the Great Library of the Debrecen Reformed College (Hungary) we find a lot of old mathematical textbooks. We present: Arithmetic of Debrecen (1577), Maróthi's Arithmetic (1743), Hatvani's introductio (1757), Karacs's Figurae Geometricae (1788), Segner's Anfangsgründe (1764) and Mayer's Mathematischer Atlas (1745). These old mathematical textbooks let us know facts about real life of the 16-18th centuries, the contemporary level of sciences, learning and teaching methods. They are rich sources of motivation in the teaching of mathematics. -
Teaching integral transforms in secondary schools
241-260Views:33Today, Hungarian students in the secondary schools do not know the idea of complex numbers, and they can not integrate except those ones who learn mathematics in advance level. Without this knowledge we can teach Fourier transform for students. Why should we teach Fourier transform (FT) or Wavelet transform (WT) for them? To teach image file formats like JPEG, (JPEG2000) we need to talk about integral transforms. For students who are good in computer programming, writing the program of 1D FT or 2D FT is a nice task. In this article we demonstrate how we can teach Fourier and Wavelet transform for students in secondary school. -
Sequenced problems for functional equations
179-192Views:11There are many possible methods to solve equations of the form H(f(x + y), f(x − y), f(x), f(y), x, y) = 0 (x, y 2 R), where H is a known function and f is the unknown function to be determined. Here we will create a sequence of problems for equations of type (1) (see on the next page). These sequenced problems are appropriate for the fostering of talented students on different level of mathematical education. -
Wichtige Momente aus der ungarischen Geschichte des Analysisunterrichts
57-76Views:76Törner et al. (2014) paper gives an outstanding review about teaching analysis at high school level in (Western) Europe. We tried to extend this paper with some results from the Hungarian Math History (Beke and Rátz 1897-1924, after second World War 1949-1960, the current situation-first of all based on schoolbooks, and we also included an experiment from 1984-1989 by E. Deák, which was interrupted and partially forgotten). In summary, this paper deals with the turning points of the brief history of teaching secondary school analysis in the XXth century in Hungary, including some conclusions at the end.
Subject Classification: 97A30, 97C30, 97D30, 97E50, 97I20, 97I40, 97U20
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Game theory for managers and mechanical manager students
73-91Views:25In this article we describe the second part of a case study, in which 48 Mechanical Management students were involved. The participants of the case study were MSc level students at Szent István University, Gödöllő.
In the case study 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-efficiency, 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.
During the semester four topics have been discussed: linear programming, graph theory, game theory and differential equations. In this article I will describe the lesson preparations, the help for examinations and the students' achievement on game theory. -
Teaching fractions at elementary level in the light of Hungarian mathematics textbooks in Romania
149-159Views:80According to the new curriculum in Romania, fractions are introduced in the second grade. The present study analyses Hungarian elementary mathematics textbooks on the topic of fractions focusing on the types of tasks in the textbooks, the significance of representations and the proportion of word problems. Additionally, the paper presents a questionnaire-based research on teachers’ opinion regarding the adequacy and sufficiency of the digital materials and exercises related to fractions in the textbooks.
Subject Classification: 97F40, 97F80, 97U20, 97U50
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Conventions of mathematical problems and their solutions in Hungarian secondary school leaving exams
137-146Views:8Collecting and analyzing the conventions indispensable for interpreting mathematical problems and their solutions correctly assist successful education and objective evaluation. Many professional and didactic questions arose while collecting and analyzing these conventions, which needed clarification, therefore the materials involved concisely in the conventions enrich both the theory and practice of mathematics teaching. In our research we concentrated mainly on the problems and solutions of the Hungarian school leaving examinations at secondary level in mathematics. -
Fuzzy Datalog with background knowledge
257-281Views:13In this paper we give a possible model for handling uncertain information. The concept of fuzzy knowledge-base will be defined as a triplet of a background knowledge defined by the similarity of predicates and terms; a deduction mechanism: a fuzzy Datalog program, and a decoding set of the program, which help us to determine the uncertainty level of the results. -
Analysing the effects of OOP helper application
65-75Views:25Nowadays 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. -
Teaching agile operation and leadership through linked university courses
1-32Views:100Agile software development methods, especially Scrum, are commonly used in software development companies. For this reason, our goal was that our undergraduate students gain experience as Scrum development team members and our master's students as agile leaders. To this end, we had redesigned and linked an undergraduate and a master's course, and launched the new course in the spring of 2021. The success of our approach was confirmed by a questionnaire survey of 86 undergraduate and 27 master's students. A/B testing was also performed. Our approach is a novelty compared to solutions where the Scrum Master is a course member, an instructor, or a university employee. In addition to being resource-efficient, it also offers master's students an unparalleled opportunity to develop agile leadership skills.
Subject Classification: 97U50