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• Cultivating algorithmic thinking: an important issue for both technical and HUMAN sciences

  107-116

  Zoltán Kátai

  Lehel István Kovács

  Zoltán Kása

  Gyöngyvér Márton

  Kinga Fogarasi

  Ferenc Fogarasi

  Views:

  231

  Algorithmic thinking is a valuable skill that all people should master. In this paper we propose a one-semester, algorithm-oriented computer science course for human science students. According to our experience such an initiative could succeed only if the next recipe is followed: interesting and practical content + exciting didactical methods + minimal programming. More explicitly, we suggest: (1) A special, simple, minimal, pseudo-code like imperative programming language that integrates a graphic library. (2) Interesting, practical and problem-oriented content with philosophical implications. (3) Exciting, human science related didactical methods including art-based, inter-cultural elements.

• Probabilistic thinking, characteristic features

  13-36

  Judit Szitányi

  Views:

  172

  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.

• Mobile devices in Hungarian university statistical education

  19-48

  Ibolya Veress-Bágyi

  Views:

  227

  The methodological renewal of university statistics education has been continuous for the last 30 years. During this time, the involvement of technology tools in learning statistics played an important role. In the Introduction, we emphasize the importance of using technological tools in learning statistics, also referring to international research. After that, we firstly examine the methodological development of university statistical education over the past three decades. To do this, we analyze the writings of statistics teachers teaching at various universities in the country. To assess the use of innovative tools, in the second half of the study, we briefly present an online questionnaire survey of students in tertiary economics and an interview survey conducted with statistics teachers.

  Subject Classification: 97-01, 97U70, 87K80

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

  169-175

  Krisztina Barczi

  Views:

  193

  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:

  131

  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:

  218

  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:

  376

  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

• Experiences using CAS and multimedia int teaching vectorcalculus

  363-382

  Ildikó Perjési-Hámori

  Views:

  110

  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.