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• Report on the "English Language Section of Varga Tamás Days 2009"

  169-175

  Krisztina Barczi

  Views:

  103

  The 9th English Language Section as a part of the Varga Tamás Days was organised by the Department of Mathematics Education at the Teacher Training Institute of the Eötvös Loránd University. We report on the talks and the following discussions in this section.

• From iteration to one - dimensional discrete dynamical systems using CAS

  271-296

  Csaba Sárvári

  Mihály Klincsik

  Views:

  77

  In our paper we present the basic didactical framework and approaches of a course on one-dimensional discrete dynamical systems made with the help of Computer Algebra Systems (CAS) for students familiar with the fundamentals of calculus. First we review some didactical principles of teaching mathematics in general and write about the advantages of the modularization for CAS in referring to the constructivistic view of learning. Then we deal with our own development, a CAS-based collection of programs for teaching Newton's method for the calculation of roots of a real function. Included is the discussion of domains of attraction and chaotic behaviour of the iterations. We summarize our teaching experiences using CAS.

• On the psychology of mathematical problem solving by gifted students

  289-301

  Sandor M. Veres

  Views:

  106

  This paper examines the nature of mathematical problem solving from a psychological viewpoint as a sequence of mental steps. The scope is limited to solution processes for well defined problems, for instance, which occur at International Mathematical Olympiads. First the meta-mathematical background is outlined in order to present problem solving as a well defined search problem and hence as a discovery process. Solving problems is described as a sequence of elementary steps of the so called "relationship-vision" introduced here. Finally, non-procedural aspects of the psychology of problem solving are summarized, such as the role of persistence, teacher-pupil relationship, the amount of experience needed, self-confidence and inspiration at competitions.

• Word problems in different textbooks at the early stage of teaching mathematics comparative analysis

  31-49

  Judit Szitányi

  Fanni Biró

  Csaba Csíkos

  Views:

  259

  In a previous research, Csíkos and Szitányi (2019) studied teachers’ views and pedagogical content knowledge on the teaching of mathematical word problems. While doing so, they reviewed and compared Eastern European textbooks of Romania, Russia, Slovakia, Croatia, and Hungary to see how world problem-solving strategies are presented in commonly used textbooks. Their results suggested that teachers, in general, agreed with the approach of the textbooks regarding the explicit solution strategies and the types of word problems used for teaching problem-solving. They also revealed that the majority of the participants agreed that a word problem-solving algorithm should be introduced to the students as early as in the first school year. These results have been presented at the Varga 100 Conference in November 2019. As the findings suggested a remarkable similarity between the Eastern European textbook approaches, in the current study we decided to conduct further research involving more textbooks from China, Finland, and the United States.

  Subject Classification: 97U20, 08A50