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Report of Meeting Researches in Didactics of Mathematics and Computer Sciences, April 1-3, 2022 Baja, Hungary
135-155Views:355The 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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Report of meeting Researches in Didactics of Mathematics and Computer Sciences: January 28 – January 30, 2011, Satu Mare, Romania
159-179Views:189The 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. -
Effect of social aspects of the classroom climate on Grades 3–6 students’ perceptions of the emotional classroom climate in primary school mathematics lessons
51-76Views:60Current research efforts highlight the significance of the social climate in the classroom. This climate influences not only students’ academic performance, motivation, engagement, and participation, but also their perception of the emotional classroom climate. However, little attention has been given to the effects of the various social aspects of the classroom climate on students’ perceptions of the emotional classroom climate. The present study addressed this gap by investigating aspects of the social classroom climate as possible explanatory factors of a positive, negative or ambivalent students’ perception of the emotional classroom climate in Grades 3–6 mathematics lessons. The secondary analysis of participant-produced drawings revealed that in drawings depicting a positive emotional classroom climate, the teacher provided assistance and made the lesson goals clear. Furthermore, the students talked to each other about mathematics. Conversely, in drawings depicting a negative emotional classroom climate, the teacher made behavioral requests, and negative student-student communication was present. Both the working method and the classroom seating arrangement did not seem to affect the perceived emotional classroom climate. The results are discussed in terms of their theoretical, and practical implications.
Subject Classification: 97C20
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Conventions of mathematical problems and their solutions in Hungarian secondary school leaving exams
137-146Views:186Collecting 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. -
Longest runs in coin tossing. Teaching recursive formulae, asymptotic theorems and computer simulations
261-274Views:227The coin tossing experiment is studied, focusing on higher education. The length of the longest head run can be studied by asymptotic theorems ([3]), by recursive formulae ([10]) or by computer simulations . In this work we make a comparative analysis of recursive formulas, asymptotic results and Monte Carlo simulation for education. We compare the distribution of the longest head run and that of the longest run (i.e. the longest pure heads or pure tails) studying fair coin events. We present a method that helps to understand the concepts and techniques mentioned in the title, which can be a useful didactic tool for colleagues teaching in higher education. -
The requirements in statistics education – comparison of PISA mathematical tasks and tasks from the mathematical textbooks in the field of statistics
263-275Views:216This work presents the results of the analysis of both PISA items and Croatian mathematical textbooks in the field of statistics.
The analysis shows that PISA's released statistics problems have in many ways different mathematical requirements from the requirements of textbook problems in the statistics chapters, with respect to the mathematical activities, complexity and in the forms of questions. The textbook analysis shows that mathematical examples and problems often require operation and interpretation skills on a reproductive or connections level. Statistics textbook problems are given in the closed-answer form. The results also show that while PISA puts strong emphasis on the statistics field, in the current Croatian curriculum this field is barely present. These discrepancies in requirements and portion of statistics activities surely affect the results of Croatian pupils on PISA assessment in the field of mathematical literacy. -
Teaching correlation and regression in three European countries
161-183Views:312In this article, we compare the presence of correlation and regression analysis in secondary education of Ireland, the Netherlands and Luxembourg, through the analysis of final-exam tasks and curricula based on the Anthropological Theory of Didactics (ATD). It points out that the same topic can appear in different ways and extent in curricula, even if the mathematics teaching goals are similar. This article is a kind of introduction to the research that explores the possibilities for the appearance of these concepts in the Hungarian mathematics education. Therefore, in the second part of the article, Hungarian curricular goals are included, and it is shown which methodology of the three studied countries has the greatest curricular basis in Hungary.
Subject Classification: 97xxx
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Report on "English Language Section of Varga Tamás Days": annual meeting, 11–12 November, 2005, Budapest, Hungary
217-223Views:187The Department of Mathematics Education at Teacher Training Institute of Eötvös University organised the 5th English Language Section as a part of Varga Tamás Methodical Days. We discuss the activities based on the authors' abstracts. -
Discovery as culture, not template: lessons from Hungary
77-102Views:75In this study, I investigate the structural adaptations necessary to implement Hungarian-style guided discovery in mainstream secondary school classrooms. During a six-week residency in Budapest, I observed classrooms, interviewed five Hungarian educators, and collected survey and interview data from students. My findings suggest that guided discovery in Hungary is less a fixed method and more a pedagogical culture, shaped by shared values, historical influences, and professional communities. While Hungarian educators praised its ability to foster deep thinking, student agency, and creativity, they also described challenges around pacing, assessment, and curriculum alignment. Structural supports such as flexible curriculum frameworks, professional networks, and differentiated assessment practices emerged as critical enablers of the method’s success. Student responses revealed both the promise of discovery-based instruction and the pressures it can create without sufficient scaffolding. I conclude that Hungarian-style guided discovery is not best understood as a replicable model, but as a set of values that evolve through professional dialogue and trial-and-error. Its meaningful implementation depends not on uniform procedures, but on the presence of cultural, institutional, and community structures that allow teachers to make it their own.
Subject Classification: 97D40, 97D50, 97C30
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Bemerkungen zur Prototypentheorie – Begriffs - und Konzeptbildung
365-389Views:163Psychological theories of prototypes are put forward by mathematical modelling. Some didactical consequences are discussed on the background of this analysis. By the help of an example (classification of convex quadrangles) hints are given for didactical interpretations of actual models of cognitive psychology dealing with problems of constructing prototypes. -
Differentiated instruction not only for Mathematics teachers
163-182Views:335The aim of differentiated development in a heterogeneous group of learners (DDHG) is to reduce school leaving without education, using an adaptive and innovative teaching-learning environment and using the most effective strategies, methods and techniques. Furthermore, this strategy helps in developing skills for learners and building cooperation between learners in heterogeneous classes through the use of the special, status-management educational procedure, and finally its strength is to sort the status ranking among learners, and to change the social structure of the class. Our goal is to figure out how to share best practices with teachers. One of the effective ways to renew teaching practice is through further training for teachers. As a trainer of the Logic-based subprogram of the Complex Basic Program (CBP) the author of the paper has experienced how well logic-based and decision-making strategies work in other subjects as well as in mathematics.
Subject Classification: 97D40
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What can we learn from Tamás Varga’s work regarding the arithmetic-algebra transition?
39-50Views:290Tamás Varga’s Complex Mathematics Education program plays an important role in Hungarian mathematics education. In this program, attention is given to the continuous “movement” between concrete and abstract levels. In the process of transition from arithmetic to algebra, the learner moves from a concrete level to a more abstract level. In our research, we aim to track the transition process from arithmetic to algebra by studying the 5-8-grader textbooks and teacher manuals edited under Tamás Varga's supervision. For this, we use the appearance of “working backward” and “use an equation” heuristic strategies in the examined textbooks and manuals, which play a central role in the mentioned process.
Subject Classification: 97-01, 97-03, 97D50
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Ein anderer Weg bei dem Logarithmusunterricht: Ein entwickelndes Unterrichtsexperiment
1-16Views:149In 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. -
Comparison of teaching exponential and logarithmic functions based on mathematics textbook analysis
297-318Views:238Exponential and logarithmic functions are key mathematical concepts that play central roles in advanced mathematics. Unfortunately these are also concepts that give students serious difficulties. In this paper I would like to give an overview – based on textbook analysis – about the Hungarian, Austrian and Dutch situation of teaching exponential and logarithmic functions. This comparison could also provide some ideas for Hungarian teachers on how to embed this topic in their practice in another more "realistic" way. -
Report of Conference XXXIX. National Conference on Teaching Mathematics, Physics and Computer Science-August 24-26, 2015 Kaposvár, Hungary
309-331Views:161The XXXIX. National Conference on Teaching Mathematics, Physics and Computer Sciences (MAFIOK) was held in Kaposvár, Hungary between 24 and 26 August, 2015 at the Faculty of Economic Sciences of Kaposvár University. It was organized by the Department of Mathematics and Physics. The 67 participants – including 5 invited lecturers and 54 lecturers – came from 5 countries and represented 16 institutions of higher education. -
Categorising question question relationships in the Pósa method
91-100Views:315The doctoral research of the author – with a reverse didactic engineering (RDE) methodology – aims at reconstructing the theoretical background of the ‘intuitively developed’ Pósa method for inquiry-based learning mathematics (IBME) in Hungarian talent education. Preliminary results of the second step of this theorization is presented, which applies tools of the Anthropological Theory of the Didactic (ATD). A model is proposed for categorizing question-question relationship with 3 categories: helping question, follow-up question and question of a kernel. The first two of them are claimed to represent two types (relevant or not) of generating-derived questions relationship. The model is also a prospective tool for connected task- and curriculum design and analysis within IBME development.
Subject Classification: 97D20, 97D40, 97D50, 97E50, 97K30
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Report of conference XXXVIII. National Conference on Teaching Mathematics, Physics and Computer Sciences: August 25-27, 2014 Pécs, Hungary
281-303Views:194The XXXVIII. National Conference on Teaching Mathematics, Physics and Computer Sciences (MAFIOK) was held in Pécs, Hungary between 25 and 27 August, 2014 at the Pollack Mihály Faculty of Engineering and Information Technology. It was organized by the Engineering Mathematics Department. The 65 participants – including 4 invited lecturers and 53 lecturers – came from 2 countries and represented 14 institutions of higher education. -
CALIBRATE and CAS/DGS resources
267-279Views:177The CALIBRATE project was initiated by the EU with the goal of expanding the use of ICT in education by increasing the amount of available learning resources via resource exchange. Although CAS/DGS can be used to easily create high quality learning resources which are also easily adaptable across national boundaries, such resources are difficult to find at CALIBRATE portals. We believe that this is due to CAS/DGS still being rather exotic to most of the people as well as with the common problem of finding existing appropriate resources. A possible solution is for CALIBRATE portals to properly equip existing and forthcoming CAS/DGS resources with suitable metadata and to provide some integration with CAS/DGS tools, enabling both beginners and power users to create and exchange CAS/DGS resources. -
Some Remarks on History of Mathematical Problem Solving
51-64Views:214In this contribution, it is our goal is to look on history of mathematics as a resource for a long-term study of mathematical problem solving processes and heuristics. In this way we intend to get additional information, e. g., about heuristics which proved to be extremely successful to create new mathematics. "Changing representation" and "false position" are examples of such strategies, which are illustrated by concrete examples to demonstrate the use for classroom teaching and teacher education. Our methods are based on hermeneutic principles. -
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: February 1-3, 2019 Stúrovo, Slovakia
105-129Views:375The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Sturovo, Slovakia from the 1st to the 3th of February, 2019. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen. The 63 participants – including 17 PhD students – came from 7 countries, 22 cities and represented 36 institutions of higher and secondary education. There were 4 plenary, 42 session talks and 7 poster presentations in the program.
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Bernd Zimmermann (1946-2018)
155-159Views:214Our great friend, the always helpful supporter of the Hungarian mathematics didactics, Bernd Zimmermann, the retired mathematics didactics professor of Friedrich Schiller University of Jena, passed away on 19th of July 2018. After a short chronology of his life, we remember some of the many areas of his work with strong Hungarian connections. -
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: January 26-28, 2018 Hajdúszoboszló, Hungary
131-153Views:227The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Hajdúszoboszló, Hungary from the 26th to the 28th of January, 2018. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen.
The 61 participants – including 47 lectures and 17 PhD students – came from 8 countries, 21 cities and represented 37 institutions of higher and secondary education. -
A role of geometry in the frame of competencies attainment
41-55Views:208We discuss aspects of the Education Reform from teaching to educational system. In this context we recognize some problems in recognition of some competencies that students need to achieve and we present how we have developed the measurement method of spatial abilities and problem solving competence. Especially, we investigate how students use spatial visualization abilities in solving various problems in other mathematical course. We have tested how students use their spatial abilities previously developed in geometry courses based on conceptual approach to solve a test based on procedural concept in Mathematical Analysis course. -
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: January 24-26, 2020 Sárospatak, Hungary
243-271Views:290The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Sárospatak, Hungary, on the Comenius Campus of the Eszterházy Károly University, from the 24th to the 26th of February, 2020. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen and the Eszterházy Károly University. The 76 participants – including 15 PhD students – came from 9 countries, 23 cities and represented 33 institutions of higher and secondary education. There were 4 plenary, 48 session talks and 4 poster presentations in the program.
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Preliminary e ects of mathematics curriculum development for primary school student teachers in Sárospatak Comenius Campus
95-107Views:215Hungarian students' mathematics performance has been getting weaker in the past few years. A possible solution to stop this tendency is to develop curriculum. Therefore, Hungarian researchers have been refining a particular framework of curriculum development in primary school teacher training programmes. The national curriculum is designed on the assumption that learning can be broken into a sequence of levels and students can evenly succeed in gaining knowledge at successive levels. In this paper, we want to discuss how to reduce students' difficulties with different background to grow competence at successive levels.
