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• Categorising question question relationships in the Pósa method

  91-100

  Dániel Katona

  Views:

  266

  The doctoral research of the author – with a reverse didactic engineering (RDE) methodology – aims at reconstructing the theoretical background of the ‘intuitively developed’ Pósa method for inquiry-based learning mathematics (IBME) in Hungarian talent education. Preliminary results of the second step of this theorization is presented, which applies tools of the Anthropological Theory of the Didactic (ATD). A model is proposed for categorizing question-question relationship with 3 categories: helping question, follow-up question and question of a kernel. The first two of them are claimed to represent two types (relevant or not) of generating-derived questions relationship. The model is also a prospective tool for connected task- and curriculum design and analysis within IBME development.

  Subject Classification: 97D20, 97D40, 97D50, 97E50, 97K30

• Teaching correlation and regression in three European countries

  161-183

  Balázs Boller

  Views:

  260

  In this article, we compare the presence of correlation and regression analysis in secondary education of Ireland, the Netherlands and Luxembourg, through the analysis of final-exam tasks and curricula based on the Anthropological Theory of Didactics (ATD). It points out that the same topic can appear in different ways and extent in curricula, even if the mathematics teaching goals are similar. This article is a kind of introduction to the research that explores the possibilities for the appearance of these concepts in the Hungarian mathematics education. Therefore, in the second part of the article, Hungarian curricular goals are included, and it is shown which methodology of the three studied countries has the greatest curricular basis in Hungary.

  Subject Classification: 97xxx

• Teaching of problem-solving strategies in mathematics in secondary schools

  139-164

  Ildikó Kozákné Székely

  Views:

  133

  In the Hungarian mathematics education there is no explicit teaching of problem-solving strategies. The best students can abstract the strategies from the solutions of concrete problems, but for the average students it is not enough. In our article we report about a developmental research. The topic of the research was the explicit teaching of two basic strategies (forward method, backward method). Based on our experiences we state that it is possible to increase the effectivity of students' problemsolving achievement by teaching the problem-solving strategies explicitly.

• Pólya’s influence on (my) research

  161-171

  Benjamin Rott

  Views:

  275

  In this article, I outline the influence of George Pólya's work on research in different areas and especially on mathematics education, namely heuristics and models of the problem-solving process. On a more personal note, I will go into some details regarding Pólya's influence on my own work in mathematical problem solving with a focus on the research project for my PhD thesis.

  Subject Classification: 97xxx

• Fehleranalyse beim Lösen von offenen Aufgaben Ergebnisse einer empirischen Studie in der Grundschule

  83-113

  Gabriella Ambrus

  Kinga Szűcs

  Views:

  207

  Open problems play a key role in mathematics education, also in primary school. However, children in primary school work in many relations in a different way from learner in secondary school. Therefore, the (possibly) first confrontation with an open task could be problematical. Within the framework of an international paper and pencil test it was examined how far children of primary school notice the openness of a task and which mistakes they do during working on that task. In particularly are meant by openness different interpretations of the task, which all lead to a set of numbers with more than one element as a result. For evaluation, a common classification system was adapted by slightly modification of the original system.

• Probabilistic thinking, characteristic features

  13-36

  Judit Szitányi

  Views:

  129

  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.

• Conversion between different symbolic representations of rational numbers among 9th-grade students

  29-45

  Gábor Torma

  József Kosztolányi

  Views:

  319

  Our research involved nearly 800 ninth-grade secondary school students (aged 14-15) during the first weeks of the 2023/2024 school year. Less than 40% of students solved the text problems related to common fractions and percentages correctly. In terms of student solutions, pupils showed a higher success rate when the text of the problem contained common fractions, and the solution had to be given as a percentage. In this case, the success rate of switching between different symbolic representations of rational numbers (common fraction, percentage) was also higher. Observation of the methods used to solve also suggests that the majority of students are not flexible enough when it comes to switching between different representations.

  Subject Classification: 97F80, 97D70

• Teaching probability theory by using a web based assessment system together with computer algebra

  81-95

  Anna Takács Klingné

  Views:

  153

  In the course of Maths Basics 2, the Faculty of Economic Science students of Kaposvár University learn the classical chapters of Probability Theory, namely random variables and the well-known probability distributions. Our teaching experiences show that students' achievement is weaker in case of problems concerning continuous random variables. From school year 2012/13 we have had an opportunity to take Maple TA, the web-based test- and assessment system, into the course of education. It is sufficient for the users of Maple TA to have a browser. Maple computer algebra system, which runs on the server, assesses students' answers in an intelligent way, and compares them with the answers that are considered correct by the teacher. In our presentation we introduce some elements of Maple TA system, the didactic considerations the test sheets were made by, as well as our research results concerning the use of Maple TA.