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• Probabilistic thinking, characteristic features

  13-36

  Judit Szitányi

  Views:

  102

  This paper is the first step in a series of a general research project on possible development in probability approach. Our goal is to check with quantitative methods how correct our presumptions formulated during our teaching experience were. In order to get an answer to this question, we conducted a survey among third-year students at our college about their general and scientific concepts as well as about the way they typically think.

• Exploring the basic concepts of Calculus through a case study on motion in gravitational space

  111-132

  Miklós Tekeli

  János Karsai

  Katalin Kopasz

  Views:

  184

  In universities, the Calculus course presents significant challenges year after year. In this article, we will demonstrate how to use methods of Realistic Mathematics Education (RME) to introduce the concepts of limits, differentiation, and integration based on high school kinematics and dynamics knowledge. All mathematical concepts are coherently built upon experiences, experiments, and fundamental dynamics knowledge related to motion in a gravitational field. With the help of worksheets created using GeoGebra or Microsoft Excel, students can conduct digital experiments and later independently visualize and relate abstract concepts to practical applications, thereby facilitating their understanding.

  Subject Classification: 97D40, 97I40, 97M50

• Strategies used in solving proportion problems among seventh-grade students

  101-127

  Gábor Torma

  József Kosztolányi

  Views:

  22

  In the 2023/2024 school year, 146 seventh-grade Hungarian students (aged 12-13) participated in our classroom experiment on solving proportion problems. At the beginning and the end of the teaching phase, both the experimental and the control groups solved a test. Regarding the answers of the students, in the pre- and post-test mostly consisting of word problems, we examined the success of solving the problems, as well as the solution strategies. For this, we used the strategies of proportional thinking that already exist in the literature of mathematical didactics. We intended to answer the following questions: To what extent and in which ways do the different types of problems and texts influence the solution strategies chosen by the students? How successfully do seventh-grade students solve proportion problems?

  Subject Classification: 97D50, 97F80