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• Integrating elements of data science into high-school teaching: Naïve Bayes-classification algorithm and programming in Python

  307-316

  Ödön Vancsó

  Péter Princz

  Views:

  236

  Probability theory and mathematical statistics are traditionally one of the most difficult chapters of mathematics to teach. One of the authors, Péter Princz has experience in teaching various topics via computer programming of the problem at hand as a class activity. The proposed method is to involve programming as a didactic tool in hard-to-teach topics. The intended goal in this case is to implement a naïve Bayes-classifier algorithm in Python and demonstrate the machine-learning capabilities of it by applying it to a real-world dataset of edible or poisonous mushrooms. The students would implement the algorithm in a playful and interactive way. The proposed incremental development process aligns well with the spirit of Tamás Varga who considered computers as modern tools of experimental problem solving as early as in the 1960s.

  Subject Classification: 97D40, 97D50, 97K50, 97K99, 97M60, 97P40, 97P50, 97U50

• The effect of augmented reality assisted geometry instruction on students' achiveement and attitudes

  177-193

  Emin İbili

  Sami Şahin

  Views:

  275

  In this study, geometry instruction's academic success for the students and their attitudes towards mathematics which is supported by education materials of Augmented Reality (AR) and its effect on the acceptance of AR and its usage by teachers and students have been researched. Under this research, ARGE3D software has been developed by using augmented reality technology as for the issue of geometric objects that is contained in the mathematics curriculum of 6th class of primary education. It has been provided with this software that three-dimensional static drawings can be displayed in a dynamic and interactive way. The research was conducted in two different schools by an experiment and control group. In the process of data collection, Geometry Achievement Test (GAT), Geometric Reasoning Test (GRT), Attitudes Scale for Mathematics (ASM), students' math lecture notes, semi-structured interviews with teachers and students and observation and video recordings were used. Results showed that geometry instruction with ARGE3D increased students' academic success. In addition, it was found that geometry instruction with ARGE3D became more effective on students' attitudes that had negative attitudes towards mathematics and it also provided support to reduce fear and anxiety.

• The use of e-tests in education as a tool for retrieval practice and motivation

  59-76

  Gabriella Papp

  Views:

  251

  In many studies we can read about what techniques are used in the educational process to deepen knowledge, and what can motivate students to learn. We aimed to give our students (who will be a teacher) a practical demonstration of learning techniques. We carried it within the framework of a course, at the end of which we also examined how much it motivates students if they write an e-test as a retrospective in order to deepen the material of the lesson. In the paper, we will present the results of the research as well as students’ opinions regarding the motivating effect of the tests.

  Subject Classification: 97-01, 97D40, 97I10

• Forming the concept of parameter with examples of problem solving

  201-215

  Katarzyna Wadoń-Kasprzak

  Views:

  134

  Pupils are encountering difficulties with learning algebra. In order for them to understand algebraic concepts, particularly the concept of parameter it was decided by the teacher of mathematics and Information Technology to integrate the teaching of these two subjects. The aim of this study is to investigate whether, and to what degree, software can be useful in process of forming the concept of parameter. This longitudinal study was conducted in a junior high school (13-16 year old children) using different computer programs.

• Supporting the theory of math didactic using knowledge-measuring questions and analysis of the solutions

  1-16

  Sándor Kántor

  Péter Fejes-Tóth

  Views:

  166

  New or rediscovered results presented in this paper are the results of the analysis of the problem sets used in the two-tier system secondary school final examination in mathematics, a system that was introduced in Hungary in 2005.
  Many of the revealed problem arise in connection with misunderstanding the text of the problems. Causes of misinterpretation can be either that the text is lacking some important information, or that it should be interpreted not in word-to-word manner.
  Theses and their argumentations presented here refer partly on the new types of problems (tests, non-standard mathematical contents), and partly on improvement of learning-teaching process in topics of equations and approximations.

• Process or object? Ways of solving mathematical problems using CAS

  117-132

  Gunnar Gjone

  Views:

  81

  Graphing and symbol manipulating calculators are now a part of mathematics education in many countries. In Norway symbol manipulating calculators have been used at various exams in upper secondary education. An important finding in mathematics education is the duality of mathematical entities – processes and objects. Building on the theoretical development by Anna Sfard and others, the students' solutions on exam problems in upper secondary education are discussed with reference to procedural and structural knowledge.