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• Comment les enseignants en formation initiale utilisent les technologies informatiques dans leurs classes

  187-208

  Maha Abboud-Blanchard

  Jean-Paul Fallot

  Agnès Lenfant

  Bernard Parzysz

  Views:

  8

  The research presented here deals with the way French pre-service teachers assimilate the working of technology tools and the effects on professional practice of integrating these tools into classes. We focused on the professional writings of pre-service teachers regarding the use of technology in their teaching. The results show that, besides official instructions, the motivations put forward by pre-service teachers who integrated technology in their classes are mainly their students' interest in computers and how powerful this tool is. They also show that in such an environment teachers tend to keep in the background and to leave the students to interact chiefly with the computer. We also noticed that the specificities of managing a classroom in computer environment are not taken into account unless they generate problems.
  Résumé. La recherche présentée ici porte sur l'appropriation des outils informatiques par les enseignants français en formation initiale et les effets de leur intégration dans les classes sur les pratiques professionnelles. Nous avons pris comme objet d'étude des écrits professionnels, élaborés par ces professeurs stagiaires, portant sur l'utilisation des TIC dans leur enseignement. Les résultats obtenus font apparaître qu'outre les injonctions institutionnelles, les motivations invoquées par les stagiaires pour recourir à l'informatique concernent surtout l'attrait de leurs élèves pour l'ordinateur et la puissance de cet outil. Dans le cadre des usages en classe, nos résultats montrent que l'enseignant a tendance à s'effacer devant l'ordinateur, considéré comme l'interlocuteur privilégié de l'élève. Nous avons aussi pu constater que les spécificités de la gestion de la classe en environnement informatique ne sont prises en compte que lorsqu'elles se révèlent sources de problèmes.

• Young women's barriers to choose IT and methods to overcome them - A case study from Hungary

  77-101

  Anna Szlávi

  Péter Bernát

  Views:

  159

  Women's scarcity in the STEM, especially in the IT sector is pronouncedly evident. Young women are obstructed from entering and remaining in IT by a broad range of social, educational, and labor market factors. In our paper, we would like to analyze the main barriers girls face in choosing IT, while also proposing potential methods to help them overcome these obstacles. In the second part of the paper, we will present a case study to illustrate in detail how the combination of the above methods can be put into practice to address and tackle the complex set of barriers girls face. We will first introduce a Hungarian annual program, Girls' Day ("Lányok napja"), specifically aimed to promote STEM to girls, then we will present two specific events organized for the 2020 edition of the program and designed with the above principles in mind. The interactive presentation, exposing girls to female role models of the field in a gamified way, and a game development exercise, building Scratch programming skills, have attempted to provide young women both with positive perspectives and experiences in IT, which are instrumental in helping them to surmount entrenched obstacles and raise their interest in the field.

  Subject Classification: 97P10, 97U30

• Conventions of mathematical problems and their solutions in Hungarian secondary school leaving exams

  137-146

  Sándor Kántor

  Anna K. Fazekas

  Views:

  1

  Collecting 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.

• The development of geometrical concepts in lower primary mathematics teaching: the square and the rectangle

  153-171

  Ibolya Szilágyiné Szinger

  Views:

  17

  Our research question is how lower primary geometry teaching in Hungary, particularly the concept of squares and rectangles is related to the levels formulated by van Hiele. Moreover to what extent are the concrete activities carried out at these levels effective in evolving the concepts of squares and rectangles.
  In the lower primary geometry teaching (classes 1-4) the first two stages of the van Hiele levels can be put into practice. By the completion of lower primary classes level 3 cannot be reached. Although in this age the classes of concepts (rectangles, squares) are evolved, but there is not particular relationship between them. The relation of involvement is not really perceived by the children.

• Teaching word processing – the practice

  247-262

  Mária Csernoch

  Views:

  6

  I compared two surveys, which were aimed to check the word processing ability of students in high schools and universities. The surveys were carried out ten years apart from one another, in 1997 and 2006. The results clearly show that most of the students are not able to use word processors properly. In the survey of 1997 I found explanation for this underperformance in the lack of computers and teachers. However, the results of the second survey did not prove any better than the results of the first, and in 2006 neither the number of computers nor the number of teachers can be blamed. What else then? I suggest that the reason for this general ignorance, for this `modern illiteracy' is the ignorance of the teachers. Until the teachers are not prepared and the senior students of the universities leave the education system without a proper knowledge of the required subjects, there is little chance that they would be able to teach word processing at a satisfactory level.

• Realizing the problem-solving phases of Pólya in classroom practice

  219-232

  András Ambrus

  Krisztina Barczi-Veres

  Views:

  106

  When teaching mathematical problem-solving is mentioned, the name of Pólya György inevitably comes to mind. Many problem-solving lessons are planned using Pólya's steps and helping questions, and teachers often rely on his heuristics even if their application happens unconsciously. In this article, we would like to examine how the two phases, Making a plan and Looking back, can be realized in a secondary school mathematics lesson. A case study was designed to observe and analyse a lesson delivered using cooperative work.

  Subject Classification: 97B10, 97C70, 97D40, 97D50