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• The Project Method and investigation in school mathematics

  241-255

  Renáta Ujháziová

  Ján Kopka

  Dušan Šveda

  Leonard Frobisher

  Views:

  39

  The Project Method (PM) is becoming more common in the teaching of mathematics. Most of the time, Project Method means solving open and relatively wide formulated problems for the application of particular mathematical topics and the solving of everyday life problems.
  At present many experts in the theory of teaching mathematics advocate teaching activities as the characteristic for most mathematical work in the classroom. Thus, there is a question: whether it is possible or eventual desirable to use the PM for solving genuine mathematical problems. This paper deals with this question and discusses the connection between the PM and investigation of new mathematical knowledge for students. Our experience has shown that the PM in connection with investigations can be a useful and effective approach to teaching mathematics.

• A computational thinking problem-thread for grade 7 students and above from the Pósa method

  101-110

  Eszter Bóra

  Views:

  97

  Lajos Pósa has been developing his “learning through discovery” (Győri & Juhász, 2018) method since 1988. His weekend math camps are focused on fostering problem-solving skills and high-level mathematical-thinking skills in gifted students from grades 7 to 11. One of the core aspects of the method is the structure of the problems, all problems are part of a complex, intertwined, and rich network. In this article we analyze a computational thinking problem-thread and its role in the camps’s network of problems (Gosztonyi, 2019), and show some aspects of the method. The insights gained using this method can be useful in other contexts. The possible adaptation of the method to secondary and high schools is briefly discussed as well.

  Subject Classification: 97D40

• A geometric application to the third-order recurrence relations for sequences

  287-302

  Calin M. Agut

  Ioana E. Agut

  Views:

  31

  Using a third-order linear homogeneous recurrence relation with constant coefficients, it is found a limit-point of a sequence of affixes in plane. Starting from a classic geometric problem, an application is so created and few more nice properties are found and described.

• Die Stichprobe als ein Beispiel dafür, wie im Unterricht die klassische und die bayesianische Auffassung gleichzeitig dargestellt werden kann

  133-150

  Ödön Vancsó

  Views:

  30

  Teaching statistics and probability in the school is a new challenge of the Hungarian didactics. It means new tasks also for the teacher- and in service-teacher training. This paper contains an example to show how can be introduced the basic notion of the inference statistics, the point- and interval-estimation by an elementary problem of the public pole. There are two concurrent theories of the inference statistics the so called classical and the Bayesian Statistics. I would like to argue the importance of the simultaneously introduction of both methods making a comparison of the methods. The mathematical tool of our elementary model is combinatorial we use some important equations to reach our goal. The most important equation is proved by two different methods in the appendix of this paper.

• Maximum and minimum problems in secondary school education

  81-98

  Zsolt Fülöp

  Views:

  31

  The aim of this paper is to offer some possible ways of solving extreme value problems by elementary methods with which the generally available method of differential calculus can be avoided. We line up some problems which can be solved by the usage of these elementary methods in secondary school education. The importance of the extremum problems is ignored in the regular curriculum; however they are in the main stream of competition problems – therefore they are useful tools in the selection and development of talented students. The extremum problem-solving by elementary methods means the replacement of the methods of differential calculus (which are quite stereotyped) by the elementary methods collected from different fields of Mathematics, such as elementary inequalities between geometric, arithmetic and square means, the codomain of the quadratic and trigonometric functions, etc. In the first part we show some patterns that students can imitate in solving similar problems. These patterns could also provide some ideas for Hungarian teachers on how to introduce this topic in their practice. In the second part we discuss the results of a survey carried out in two secondary schools and we formulate our conclusion concerning the improvement of students' performance in solving these kind of problems.

• Solving mathematical problems by using Maple factorization algorithms

  293-297

  Mária Princz

  Views:

  32

  Computer algebra gives methods for manipulating mathematical expression. In this paper we use the Maple software to solve some elementary problems. Computeraided approach in the instruction of mathematics helps to impart problem solving skills to students.