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• A proposed application of Monte Carlo method in teaching probability

  37-42

  Mária Kolková

  Jana Pócsová

  Dušan Šveda

  Views:

  38

  Pupils' misconception of probability often results from lack of experience. Combining the concept of probability and statistics, the proposed application is intended for the teachers of mathematics at an elementary school. By reformulating the task in the form of an adventure, pupils examine a mathematical problem, which is too difficult for them to solve by combinatorial method. By recommending the simulation of the problem, we have sought to provide pupils with valuable experience of experimenting, recording and evaluating data.

• Task reformulation as a practical tool for formation of electronic digest of tasks

  1-27

  Ingrid Minďáková

  Dušan Šveda

  Views:

  34

  Creative thinking as well as thinking itself is being developed at active learning-cognitive activity of students. To make mathematic matter a subject of interest and work of students at classes, it is efficacious to submit it in a form of tasks. The tasks may be set up in a purposeful system of tasks by means of which reaching the teaching goals in the sense of quality and durability of gained knowledge may be more effective. A suitable means for presentation of tasks with their characteristics (as e.g. didactic function and cognitive level) as well as task systems themselves is an electronic digest of tasks as a database. The analysis of textbooks and digests of tasks commonly used at schools in Slovakia shows that they do not include all the types of tasks necessary for setting up complete (in the sense of didactic functions) task systems. One of the most important methods used for formation of the missing tasks is reformulation of tasks. The individual strategies of task reformulation are explained in details on examples in this article.

• 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.