Search
Search Results
-
Problems of computer-aided assessment of mathematical knowledge
41-52Views:32Although conventional written and oral exams are dominant in assessment nowadays, computer-aided assessment is developing dynamically. There are several assessment systems, but most of them evaluate only multiple choice questions and even the most sophisticated ones cannot follow the process of thinking of students in detail. Why is it? In this article I will analyse the difficulties of the implementation of assessment system focused primarily on mathematics questions and present some of my experience related to the eMax system, developed at Óbuda University. -
Report on the Conference of History of Mathematics & Teaching of Mathematics with Special Subject Ethno-mathematics: Research in History of Mathematics & Teaching of Mathematics : University of Miskolc, 18–21 May, 2006, Miskolc, Hungary
437-449Views:28The 4th Conference on History of Mathematics & Teaching of Mathematics with Special Subject Ethno-mathematics was organized at the University of Miskolc (Hungary). The aim of the conference was to present aspects of the History of Mathematics and Ethno-mathematics, including its impact on the Teaching of Mathematics.
Its motto was: Mathematics – a common language for Europe for thousand years.
There were 21 presentations, a poster lecture (J. Kolumbán, University of Cluj, Romania) and an exhibition made by students of Eötvös University, Budapest (R. Tanács, K. Varga).
After a short historical introduction we present 19 abstracts and the poster lecture. -
The Frobenius exchange problem on competitions and in classroom
203-218Views:6Let a_1, ..., a_n be relatively prime positive integers. The still unsolved Frobenius problem asks for the largest integer which cannot be represented as Σ x_i a_i with non-negative integers xi, and also for the number of non-representable positive integers. These and several related questions have been investigated by many prominent mathematicians, including Paul Erdős, and a wide range of partial results were obtained by various interesting methods differing both in character and difficulty. In this paper we give a self-contained introduction to this field through problems and comments suitable also for treatment in a class of talented students. -
Expressiveness of programming languages and environments: a comparative study
111-141Views:28In written and oral communication tools, the support of the understanding of our message have an important role: we can increase the expressiveness and the level of understanding of our topic by approaching it in several ways, i.e. in written methods by highlighting the important parts; in oral by changing tone and other elements of non-verbal communication. In this paper programming languages and developing environments are compared with each other in terms of their methods and their level of support to the solution of programming tasks.
There is a need to have these tools in programming and, of course, in teaching programming. What are the factors that define the distinctness and the legibility of a program? What are the basic principles which give an instrument in programmers' and students' hands in order to create a properly working program from already existing algorithms in the most efficient way? We search for the answers to these questions in this paper. -
The Project Method and investigation in school mathematics
241-255Views:27The 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. -
Teaching undergraduate mathematics - a problem solving course for first year
183-206Views:81In this paper we describe a problem solving course for first year undergraduate mathematics students who would be future school teachers.
Subject Classification: 97B50, 97B70, 97D50, 97D60, 97F60, 97U30
-
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: January 27-29, 2017 Budapest, Hungary
109-128Views:8The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Budapest, Hungary from the 27th to the 29th of January, 2017 at Eötvös Lorand University. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen and the Department of Mathematics Teaching and Education Centre Institute of Mathematics.
The 62 participants – including 43 lecturers and 20 PhD students – came from 7 countries, 22 cities and represented 35 institutions of higher and secondary education. -
A didactic analysis of merge sort
195-210Views:19Due to technical difficulties, educators teaching merge sort often avoid the analysis of the cost in the general and average cases. Using basic discrete mathematics, elementary real analysis and mathematical induction, we propose a self-contained derivation of bounds αn log_2 n + βn + γ in all cases. Independent of any programming language or pseudo-code, supported by intuitive figures, it is suitable for informatics students interested in the analysis of algorithms. It is also a good exercise in showing that induction allows us to actually discover constants, instead of simply checking them a posteriori. -
Experiences using CAS and multimedia int teaching vectorcalculus
363-382Views:27The development of informatics brings new opportunities that need reevaluating of the teaching concepts. For this reason we have performed a comprehensive educational development for engineering students. Our main goals were to work out a new educational strategy, to develop the needed package of the subject material, to introduce the strategy in the practice, to analyze and evaluate the experiences. In the developed and adapted teaching-learning strategy the teacher is the organizer, designer and the manager of the process. In this paper we summarize the concepts, the results and experiences of the 3-years-long development. -
Prime building blocks in the mathematics classroom
217-228Views:134This theoretical paper is devoted to the presentation of the manifold opportunities in using a little-known but powerful mathematical manipulative, the so-called prime building blocks, originally invented by two close followers of Tamás Varga, to support discovery of various concepts in arithmetic in middle school, including the Fundamental Theorem of Arithmetic or as it is widely taught, prime factorization. The study focuses on a teaching proposal to show how students can learn about greatest common divisor (GCD) and least common multiple (LCM) with understanding, and meanwhile addresses internal connections and levels of abstractness within elementary number theory. The mathematical and methodological background to understanding different aspects of the concept prime property are discussed and the benefits of using prime building blocks to scaffold students’ discovery are highlighted. Although the proposal was designed to be suitable for Hungarian sixth graders, mathematical context and indications for the use of the manipulative in both primary and high school are given.
Subject Classification: F60, C30, E40, U60
-
Teachers and the interactive whiteboards
281-298Views:24The spread of IWB (Interactive WhiteBoard) around the world changes, reforms and modernizes the traditional teaching methods. We can find these new ICT devices in more and more schools in Hungary as well and the use of it is getting widespread in everyday teaching. The teachers have the greatest role in the proper use of IWB during the lessons and they are also responsible for providing students with creative and motivating tasks lesson by lesson. In the following research, the advantages of the IWB are highlighted, the difficulties of its usage and the teachers' attitude towards the new ICT devices by asking 205 teachers from different primary and secondary schools. The results are mainly based on questionnaires. -
Programming Theorems and Their Applications
213-241Views:113One of the effective methodological approaches in programming that supports the design and development of reliable software is analogy-based programming. Within this framework, the method of problem reduction plays a key role. Reducing a given problem to another one whose solving algorithm is already known can be made more efficient by the application of programming theorems. These represent proven, abstract solutions – in a general form – to some of the most common problems in programming. In this article, we present six fundamental programming theorems as well as pose five sample problems. In solving these problems, all six programming theorems will be applied. In the process of reduction, we will employ a concise specification language. Programming theorems and solutions to the problems will be given using the structogram form. However, we will use pseudocodes as descriptions of algorithms resembling their actual implementation in Python. A functional style solution to one of the problems will also be presented, which is to illustrate that for the implementation in Python, it is sufficient to give the specification of the problem for the design of the solution. The content of the article essentially corresponds to that of the introductory lectures of a course we offered to students enrolled in the Applied Mathematics specialization.
Subject Classification: D40
-
Report of meeting Researches in Didactics of Mathematics and Computer Sciences: January 28 – January 30, 2011, Satu Mare, Romania
159-179Views:9The meeting Researches in Didactics of Mathematics and Computer Science was held in Satu-Mare, Romania from the 28th to the 30th of January, 2011. The 46 Hungarian participants – including 34 lecturers and 12 PhD students – came from 3 countries, 14 cities and represented 20 institutions of higher education. The abstract of the talks and the posters and also the list of participants are presented in this report. -
Teaching of financial mathematics using Maple
289-301Views:49The paper deals with the application of computer algebra system Maple in teaching of financial mathematics. In the Czech Republic financial mathematics is included in the curricula of grammar and secondary school. Therefore, this subject is also taught at pedagogical faculties. Most concepts of financial mathematics are difficult to understand for students. In the paper we show the ways of facilitation understanding these concepts using tools of Maple. The main result is in preparing special maplets which enable interactive studying of the principles of such concepts. Each of these maplets deals with particular financial problem from real life, e.g. mortgage credit, consumer credit, credit card etc. -
Statistical inference in school
265-273Views:19The paper explains a classroom example for convincing students about the utility and applicability of statistical methods in learning getting people's opinions. The emphasis is on convincing instead of proving. The necessary statistical data may be obtained from the Internet as a digital text. -
Difference lists in Prolog
73-87Views:23Prolog is taught at Bradford University within the two-semester module Symbolic and Declarative Computing/Artificial Intelligence. Second year undergraduate students are taught here the basics of the functional and the logic programming paradigms, the latter by using the Linux implementation of SWI Prolog [6]. The topic 'Difference lists' is mentioned in traditional textbooks such as [2] and [5] but it was felt that the available texts do not quite serve our purposes. We present here a lecture handout and a laboratory sheet for the teaching sessions on Difference lists. It is believed that the lectures and lab sessions together with the handouts shown here are a gentle, self-contained and reasoned introduction into the topic. The figures here shown to illustrate the concepts are considered a special feature of the handouts which in this form do not seem to be well known. -
Combinatorics – competition – Excel
427-435Views:30In 2001 the Informatics Points Competition of the Mathematics Journal for Secondary School Students (KÖMAL) was restarted [1]. The editors set themselves an aim to make the formerly mere programming competition a bit more varied. Therefore, every month there has been published a spreadsheet problem, a part of which was related to combinatorics. This article is intended to discuss the above mentioned problems and the solutions given to them at competitions. We will prove that traditional mathematical and programming tasks can be solved with a system developed for application purposes when applying a different way of thinking. -
On the legacy of G. Pólya: some new (old) aspects of mathematical problem solving and relations to teaching
169-189Views:30In this article are given some new aspects of mathematical problem solving. A framework is presented by three main resources: (1) Pólya's studies about mathematical heuristics are augmented by information drawn from a study of the history of mathematical problem solving. (2) Connections are presented between mathematical problem solving and mathematical beliefs. (3) Experience with a special program for mathematical talented students is sketched. On this background a new textbook-series has been developed and some teaching examples are taken from this context. An outlook is given on some new research on teaching of problem solving, including possible relations to modern brain research. -
Regula falsi in lower secondary school education II
121-142Views:92The aim of this paper is to investigate the pupils' word problem solving strategies in lower secondary school education. Students prior experiences with solving word problems by arithmetic methods can create serious difficulties in the transition from arithmetic to algebra. The arithmetical methods are mainly based on manipulation with numbers. When pupils are faced with the methods of algebra they often have difficulty in formulating algebraic equations to represent the information given in word problems. Their troubles are manifested in the meaning they give to the unknown, their interpretation what an equation is, and the methods they choose to set up and solve equations. Therefore they mainly use arithmetical and numerical checking methods to solve word problems. In this situation it is necessary to introduce alternative methods which make the transition from arithmetic to algebra more smooth. In the following we will give a detailed presentation of the false position method. In our opinion this method is useful in the lower secondary school educational processes, especially to reduce the great number of random trial-and-error problem solving attempts among the lower secondary school pupils. We will also show the results of some problem solving activities among grade 6-8 pupils. We analysed their problem solving strategies and we compared our findings with the results of other research works.
Subject Classification: 97-03, 97-11, 97B10, 97B50, 97D40, 97F10, 97H10, 97H20, 97H30, 97N10, 97N20
-
Über die Verwendung von Maple für die Simulation von Mechanismen
21-39Views:21Maple is used to do numerical computation, plot graphs and do exact symbolic manipulations and word processing. This paper demonstrates how Maple can be used for the simulation of mechanisms. This offers the possibility for students to become familiar with this particular section of mathematical modelling. The mechanism under consideration is a so-called F-mechanisms, i.e., a planar parallel 3-RRR robot with three synchronously driven cranks. It turns out that at this example it is not possible to find the poses of the moving triangle exactly by graphical methods with traditional instruments only. Hence, numerical methods are essential for the analysis of motions which can be performed by an F-mechanism. -
Algorithmics of the knapsack type tasks
37-71Views:23We propose a new kind of approach of the teaching of knapsack type problems in the classroom. We will remind you the context of the general knapsack-task and we will classify it, including the two most popular task variants: the discrete and the continuous one. Once we briefly present the solving algorithm of the continuous variant, we will focus on the solving of the discrete task, and we will determine the complexity of the algorithms, looking for different optimizing possibilities. All these issues are presented in a useful way for highschool teachers, who are preparing students in order to participate in different programming contests. -
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences, April 1-3, 2022 Baja, Hungary
135-155Views:151The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Baja, Hungary, at Eötvös József College, from the 1st to the 3th of April, 2022. It was organized by the Doctoral School of Mathematical and Computational Sciences of the University of Debrecen and by Eötvös József College. The 62 participants - including 18 PhD students - came from 8 countries and represented 26 institutions of higher and secondary education. There were 3 plenary and 40 session talks in the program.
-
Interactive web portals in mathematics
347-361Views:14Many of the recent problems in higher education (less contact seminars, the heterogeneity and the increasing number of our students) call for new instructional methods. At University of Szeged we have developed a mathematical web portal which can offer a solution for such problems among the changing circumstances. This freely available, easy-to-use web-surface supports interactive mathematical problem-solving and student self assessment. Our computer program cooperates with a lot of free software (computer algebra systems, formula parsers, converters, word processors). WebMathematics Interactive has been available for the public since June 2002 on its web page http://wmi.math.u-szeged.hu.