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Analysing the effects of OOP helper application
65-75Views:156Nowadays students of secondary schools are familiar with the usage of computer very soon, lot of them are even capable of handling user applications very cleverly. This is satisfying for most of them. Those who imagine their future in programming or system developing, need to have deeper knowledge about object oriented programming, however, students do have it at very low level or not at all. We want to make sure whether this suppose is true, so different examinations have recently been made at Slovakian secondary schools with Hungarian teaching language. We have reached a conclusion that the students' knowledge of object oriented programming is deficient. We could achieve better results by using proper applications as a visual aid. In this paper we examine the efficiency of an application made by us. -
Teaching of problem-solving strategies in mathematics in secondary schools
139-164Views:132In 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. -
A survey on how students seek information on the internet
153-165Views:107Navigating among the information available on the Internet has become an expectation for the members of the information society we are living in. This especially applies to students of higher education, the intellectuals of the future. It is a general experience that most users make one or two word searches and they don't know about the possibilities offered by various search engines, which can make searches more effective. Given results from abroad we have set up a study among the students of the University of Debrecen (UD) about their use of the Internet, their knowledge of searching strategies and techniques, their perceptions of the effectiveness and efficiency of search engines. This paper reports the results of this study. The results imply that it is imperative that area should be included in the curriculum. -
Teaching probability theory by using a web based assessment system together with computer algebra
81-95Views:153In 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. -
Online tests in Comprehensive Exams – during and after the pandemic
77-93Views:320The Covid-19 pandemic accelerated the development of electronic (e-learning) assessment methods and forced their use worldwide. Many instructors and students had to familiarize themselves with the form of distance education. During and since Covid-19 in Hungary, at the Faculty of Engineering of the University of Debrecen, the written part of the Comprehensive Exam in Mathematics is organized in a computer lab of the university using an online test. Our goal is that the results of the tests may be as reliable as possible in terms of measuring the students’ knowledge, and thus the grades given based on the test results would be realistic. In this paper, we show the analysis of a sample written exam and compare the real exam results of students who were prepared for the comprehensive exam during Covid-19 and who have participated in face-to-face education since then. The tools provided by the Moodle system necessary for comparison are also presented.
Subject Classification: 97D40, 97D70, 97U50
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Radio Frequency Identification from the viewpoint of students of computer science
241-250Views:151This paper aims at creating the right pedagogical attitudes in term of teaching a new technology, Radio Frequency Identification (RFID) by evaluating the social acceptance of this new method. Survey of future teachers, students of teacher master studies and students from informatics oriented secondary schools were surveyed comparing their attitudes in terms of RFID to other recent technologies. Consequences of this survey are incorporated into the curriculum of the new RFID course at our institution. -
Group Work at High School According to the Method of Tamás Varga
167-176Views:258The aim of our research is to develop students’ logical thinking. For this reason, Hungarian mathematics teachers need to be encouraged to try new methods which induce greater student involvement. Research all over the world prove that self-instruction or self-verbalizing has high effect on the learning process. This was one of the key elements of Tamás Varga’s experiment in high school. In our classroom experiments we are using a special cooperative method from Kagan among 14-18 years old students, called Sage and Scribe structure. We are looking for the answers to the following question: Does this method make mathematics lessons more enjoyable and more comfortable for students? Furthermore, we assume this structure could open the gate toward other collaborative and cooperative teaching technics.
Subject Classification: 97D40
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Let's learn database programming in an active way
213-228Views:186This paper introduces how I applied the "learning by doing" method in the education of advanced knowledge of database systems in Software Engineering BSc program. The first goal of my method is to enable the students to use the PL/SQL and SQL as a skill, namely they get a practical competence which can be immediately used in business. In the laboratory the students independently practise the material learnt on the lecture. They get feedback for all their activities from the teacher. A software system helps administer the solutions, automatically verifies the syntax of them and helps the teacher to evaluate them. The paper summarises the results of three semesters. In the last year I compared the active learning method with the traditional method. I asked the students in a voluntary survey about the active learning method. -
Connections between discovery learning through the Pósa Method and the secondary school leaving examination in three Hungarian mathematics classrooms
67-85Views:475The Pósa Method is a guided discovery learning method that has been used in Hungarian education in the form of extracurricular activities for "gifted" mathematics students. A four-year experiment implemented the method in three more "average" classrooms. This article reports on the relationship between the Pósa Method and the standardized secondary school leaving mathematics exam (Matura Exam in short) in Hungary. Data consists of students' survey responses, teacher interviews, and exam results from the three Hungarian classrooms who took part in the four-year experiment. We identify aspects of the Pósa Method that can benefit and hinder exam performance. In addition, we find that learning through the Pósa Method for the four years of high school has adequately prepared students for the exam.
Subject Classification: 97D44, 97D54, 97D64
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Is it possible to develop some elements of metacognition in a Mathematics classroom environment?
123-132Views:247In an earlier exploratory survey, we investigated the metacognitive activities of 9th grade students, and found that they have only limited experience in the “looking back” phase of the problem solving process. This paper presents the results of a teaching experiment focusing on ninth-grade students’ metacognitive activities in the process of solving several open-ended geometry problems. We conclude that promoting students’ metacognitive abilities makes their problem solving process more effective.
Subject Classification: 97D50, 97G40
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Maximum and minimum problems in secondary school education
81-98Views:192The 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. -
Our duties in talent management in the light of the results of the International Hungarian Mathematics Competition of 2017
55-71Views:152The 4th International Hungarian Mathematics Competition held in Transcarpathia, Beregszász between April 28 and May 1, 2017, was organized by the Hungarian Carpathian Hungarian Teachers' Association (KMPSZ) and the Ferenc Rákóczi II. Transcarpathian Hungarian Institute (II. RFKMF).
The venue for the competition was the building of the Ferenc Rákóczi II. Transcarpathian Hungarian Institute. 175 students participated in the competition from Hungary, Romania, Serbia, Slovakia and Transcarpathia.
In this article, we are going to deal with the problems given in the two rounds to students in grades 5 and 6, and, in the light of expectations and performance, we make some suggestions for a more effective preparation of talented students on after-school lessons. -
The use of different representations in teaching algebra, 9 th grade (14-15 years old)
29-42Views:168Learning Algebra causes many difficulties for students. For most of them Algebra means rote memorizing and applying several rules without understanding them which is a great danger in teaching Algebra. Using only symbolic representations and neglecting the enactive and iconic ones is a great danger in teaching Algebra, too. The latter two have a primary importance for average students.
In our study, we report about an action research carried out in a grade 9 class in a secondary school in Hungary.The results show that the use of enactive and iconic representations in algebra teaching develops the students' applicable knowledge, their problem solving knowledge and their problem solving ability. -
The background of students' performance
295-305Views:149The question to which we were seeking was: how can we reveal the students' strategies and mental process by following their work precisely and by finding out what correlation these have with their efficiency. Our aim was to understand the factors behind of students' achievement. We tried to follow up the process of problem solving by looking at the number of wrong turnings. -
MRP tasks, critical thinking and intrinsic motivation to proving
149-168Views:159The lack of students' need for proof is often discussed. This is an important topic, on which quite a few others have written ([26], [27], [28], [17], [8]). Nevertheless, there is limited research knowledge about how teacher can participate in process of raising of students' intrinsic motivation to proving. In this article, we discuss relationships between intrinsic motivation to proving, critical thinking and special activity – engaging with so-called MRP tasks. We present here results of a research carried out by author in two elementary schools (21 classes, grade 5-9) in Ruzomberok, Slovakia. We identified the interesting relationship between students' dealing with MRP tasks and increasing of their intrinsic motivation to proving. -
Blind versus wise use of CAS
407-417Views:194During my courses for mathematics major students I often use technology linked to the arising problems. In such cases I noted that some students were used to learn just some procedures, which made them able to solve (partially) some problems and when they got the result, they accepted it passively and did not relate it to the initial problem.
In this paper I outline a strategy and investigate some simple exercises about how to develop a critical attitude towards the results obtained by technology in an introductory course to CAS.
I believe that wise use of technology offers an effective method in teaching mathematics, without reducing the students' mental contribution. -
The investigation of students' skills in the process of function concept creation
249-266Views:185Function is a basic concept of mathematics, in particular, mathematical analysis. After an analysis of the function concept development process, I propose a model of rule following and rule recognition skills development that combines features of the van Hiele levels and the levels of language about function [11]. Using this model I investigate students' rule following and rule recognition skills from the viewpoint of the preparation for the function concept of sixth grade students (12-13 years old) in the Ukrainian and Hungarian education system. -
A differentiated e-learning teaching program in mathematics
299-308Views:186The intelligent online interactions between students and teacher are still not assured because of the fact that a learning management system could not play the role of a teacher in producing a chain of deduction. Furthermore, managing a course in existing e-learning systems has not yet guaranteed the differentiated teaching because it does not enable students to appropriately learn at their corresponding levels. In this paper, we would like to introduce a differentiated e-learning course in Vietnam. We also present some designing principles for such courses and propose some typical situations in teaching mathematics aimed at helping high school students individualize their online learning in mathematics. -
Teaching geometry using computer visualizations
259-277Views:120In this work we study the development of students' creativity using computer-aided-teaching during IT classroom. Teaching geometry in Bolyai Grammar School specialized natural science classes is not an easy task. Here is introduced a new didactic means of teaching geometry which nevertheless requires the same effort to understand the material, but uses a different more active method to familiarize students with the topics. Traditional methods, and the use of compasses and rulers are not omitted either, as they develop the students' motor skills. -
E-learning in teacher training
277-294Views:126A research has been organised with three Colleges taking part during the academic year of 2002-03. These institutions were
• The Teacher's Training College of Baja
• Eszerházy Károly College of Eger
• The College of Nyíregyháza
The aim of the research was to reveal differences between results of students studying in the traditional way and of students using e-learning.
The survey has been carried out among students of PE (physical education). A distance educational programme (Basics of Gymnastics) developoed before launching the survey served as basis for the survey [5]. The results of the research were first presented at the Agria-Média Conference in 2004. After analysing the results the findings were presented at the 3rd International Conference on Education and Information Systems in Orlando, Florida in July 2005.
This paper tries to reveal the structure of the e-learning programme, the environment of the research and the latest results found after the final analyses of the research. -
A role of geometry in the frame of competencies attainment
41-55Views:165We discuss aspects of the Education Reform from teaching to educational system. In this context we recognize some problems in recognition of some competencies that students need to achieve and we present how we have developed the measurement method of spatial abilities and problem solving competence. Especially, we investigate how students use spatial visualization abilities in solving various problems in other mathematical course. We have tested how students use their spatial abilities previously developed in geometry courses based on conceptual approach to solve a test based on procedural concept in Mathematical Analysis course. -
Examining continuity/discontinuity of a function by using GeoGebra
241-257Views:200The possibility to visualize the things with the help of today's dynamic software (GeoGebra being one of them), enables the students to see and explore mathematical relations and concepts that were difficult to be presented in the past, prior to the state-of-the-art technologies. In methodological sense, the contribution of this paper lies in the presentation of a set of visualizations designed to help students better understand and explore the basic calculus concepts such as continuity at a point, to examine discontinuity at a point, to display discontinuities and the relations between continuity and differentiability of single variable functions. In technical sense, this paper presents creative GeoGebra applets which offer new possibilities that could be of a vital importance for the future development of e-learning of College mathematics. -
Didactical remarks on the changes in the requirements of the matriculation exam in Mathematics in Hungary
95-110Views:202Students within the Hungarian education system typically take a matriculation exam to obtain a secondary education certificate, which also serves as a prerequisite for university admission. Public education is regulated at different levels. One of its most fundamental elements is the National Core Curriculum, the current version of which came into force in September 2020. It is crucial to adapt the requirements of the matriculation exam in mathematics to this and ensure transparent communication about the changes. Regarding this, there exists a sample paper that contains tasks that one can reasonably expect in the actual exam in the spring. Since I have been working as a private math tutor for almost a decade and have been preparing students for the matriculation exam since then, I intend to highlight the most outstanding features from a didactic point of view based on the analysis of this sample paper.
Subject Classification: 97A30, 97B10, 97B70, 97D60, 97U40
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"Upperview" algorithm design in teaching computer science in high schools
221-240Views:157In this paper we are going to present a teaching/learning method and suggest a syllabus that help the high school students look at the algorithm design strategies from a so called "upperview": greedy, backtracking, divide and conquer, dynamic programming. The goal of the suggested syllabus is, beyond the presentation of the techniques, to offer the students a view that reveals them the basic and even the slight principal differences and similarities between the strategies. In consensus with the Comenius principle this is essential, if we want to master this field of programming ("To teach means scarcely anything more than to show how things differ from one another in their different purposes, forms, and origins. ... Therefore, he who differentiates well teaches well."). -
"On the way" to the function concept - experiences of a teaching experiment
17-39Views:244Knowing, comprehending and applying the function concept is essential not only from the aspect of dealing with mathematics but with several scientific fields such as engineering. Since most mathematical notions cannot be acquired in one step (Vinner, 1983) the development of the function concept is a long process, either. One of the goals of the process is evolving an "ideal" concept image (the image is interrelated with the definition of the concept). Such concept image plays an important role in solving problems of engineering. This study reports on the beginning of a research aiming the scholastic forming of the students' function concept image i.e. on the experiences of a "pilot" study. By the experiment, we are looking for the answer of the following question: how can the analysis of such function relations be built into the studied period (8th grade) of the evolving process of the function concept that students meet in everyday life and also in engineering life?
Subject Classification: D43, U73
