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• Die Methode von Prof. Tibor Szele im Unterricht begabter Schüler

  143-151

  Sándor Kántor

  Views:

  27

  Prof. Tibor Szele' has attempted to develop the mathematical problemsolving, creativity include the use of investigations and host of other devices beyond the classroom, i.e. in "mathematical circles" for talented students in secondary schools. This paper of the author – who himself has taken part in Seles1s mathematical circles – quotes from these activities according his earlier notes. This description illustrates the didactic method of Prof. T. Szele.

• Experiences using CAS and multimedia int teaching vectorcalculus

  363-382

  Ildikó Perjési-Hámori

  Views:

  31

  The development of informatics brings new opportunities that need reevaluating of the teaching concepts. For this reason we have performed a comprehensive educational development for engineering students. Our main goals were to work out a new educational strategy, to develop the needed package of the subject material, to introduce the strategy in the practice, to analyze and evaluate the experiences. In the developed and adapted teaching-learning strategy the teacher is the organizer, designer and the manager of the process. In this paper we summarize the concepts, the results and experiences of the 3-years-long development.

• The investigation of students' skills in the process of function concept creation

  249-266

  Gyöngyi Szanyi

  Views:

  24

  Function is a basic concept of mathematics, in particular, mathematical analysis. After an analysis of the function concept development process, I propose a model of rule following and rule recognition skills development that combines features of the van Hiele levels and the levels of language about function [11]. Using this model I investigate students' rule following and rule recognition skills from the viewpoint of the preparation for the function concept of sixth grade students (12-13 years old) in the Ukrainian and Hungarian education system.

• Forming the concept of parameter with examples of problem solving

  201-215

  Katarzyna Wadoń-Kasprzak

  Views:

  31

  Pupils are encountering difficulties with learning algebra. In order for them to understand algebraic concepts, particularly the concept of parameter it was decided by the teacher of mathematics and Information Technology to integrate the teaching of these two subjects. The aim of this study is to investigate whether, and to what degree, software can be useful in process of forming the concept of parameter. This longitudinal study was conducted in a junior high school (13-16 year old children) using different computer programs.

• Les mathématiques dans le grand public et dans l'enseignement: quelques éléments d'une analyse didactique

  195-216

  André Antibi

  Jean Bichara

  Views:

  34

  The paper looks for reaction of the public at large that is people out of educational system, concerning the mathematical exercises. We can see some results about:
  • impact of terms on the motivation
  • the effects of the traditional didactic on the method to resolve a problem.
  Résumé. Cet article cherche la réactions du grand public c.a.d. de personnes hors systéme scolaire, de nombreuses années aprés avoir terminé leurs études vis á vis des exercises mathématiques.
  Nous présentons quelques résultats concernant les points suivants:
  – l'impact de l'« habillage » d'un énoncé sur la motivation
  – les effets de l'absence d'un contrat didactique traditionnel sur la maniére de résoudre un probléme.

• Online tests in Comprehensive Exams – during and after the pandemic

  77-93

  Adrienn Vámosiné Varga

  Views:

  84

  The Covid-19 pandemic accelerated the development of electronic (e-learning) assessment methods and forced their use worldwide. Many instructors and students had to familiarize themselves with the form of distance education. During and since Covid-19 in Hungary, at the Faculty of Engineering of the University of Debrecen, the written part of the Comprehensive Exam in Mathematics is organized in a computer lab of the university using an online test. Our goal is that the results of the tests may be as reliable as possible in terms of measuring the students’ knowledge, and thus the grades given based on the test results would be realistic. In this paper, we show the analysis of a sample written exam and compare the real exam results of students who were prepared for the comprehensive exam during Covid-19 and who have participated in face-to-face education since then. The tools provided by the Moodle system necessary for comparison are also presented.

  Subject Classification: 97D40, 97D70, 97U50

• Problems of computer-aided assessment of mathematical knowledge

  41-52

  István Vajda

  Views:

  36

  Although conventional written and oral exams are dominant in assessment nowadays, computer-aided assessment is developing dynamically. There are several assessment systems, but most of them evaluate only multiple choice questions and even the most sophisticated ones cannot follow the process of thinking of students in detail. Why is it? In this article I will analyse the difficulties of the implementation of assessment system focused primarily on mathematics questions and present some of my experience related to the eMax system, developed at Óbuda University.

• Proof without words: four circles

  307-309

  Ángel Plaza

  Views:

  10

  Theorem. Let O, P and Q be three points on a line, with P lying between O and Q. Semicircles are drawn on the same side of the line with diameters OP, PQ and OQ. An arbelos is the figure bounded by these three semicircles. Draw the perpendicular…

• A first course in computer science: languages and goals

  137-152

  Dennis C. Smolarski

  Views:

  17

  The College Board Advanced Placement exam in computer science will use the language Java starting in fall 2003. The language chosen for this exam is based on the language commonly taught in introductory computer science courses at the university level. This article reviews the purpose of an introductory course and the various suggestions for the curriculum of introductory courses published by the Association for Computing Machinery. It then proposes that such a course stress foundational concepts over specific language syntax, and then provides a list of such foundational concepts and related topics. Based on this fundamental curriculum, the article recommends C++ as the most appropriate language. An appendix provides a sample syllabus.