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• Preliminary e ects of mathematics curriculum development for primary school student teachers in Sárospatak Comenius Campus

  95-107

  Erika Gyöngyösi-Wiersum

  Views:

  7

  Hungarian students' mathematics performance has been getting weaker in the past few years. A possible solution to stop this tendency is to develop curriculum. Therefore, Hungarian researchers have been refining a particular framework of curriculum development in primary school teacher training programmes. The national curriculum is designed on the assumption that learning can be broken into a sequence of levels and students can evenly succeed in gaining knowledge at successive levels. In this paper, we want to discuss how to reduce students' difficulties with different background to grow competence at successive levels.

• Development of classification module for automated question generation framework

  89-102

  Erika Gyöngyösi

  László Kovács

  László Bednarik

  Views:

  8

  Automatic question generation is in the focus of recent researches which includes bordering disciplines like education, text mining, knowledge-engineering. The elaborated system generates multi-choice questions from textbooks without using an external semantic database. One of the base modules of the system is the classification module defining the extracted word. This paper describes modules of the framework including a detailed analysis of the classification part. We show the operability of the elaborated system through a practical test.

• Using the computer to visualise graph-oriented problems

  15-32

  Erika Gyöngyösi

  Views:

  7

  The computer, if used more effectively, could bring advances that would improve mathematical education dramatically, not least with its ability to calculate quickly and display moving graphics. There is a gap between research results of the enthusiastic innovators in the field of information technology and the current weak integration of the use of computers into mathematics teaching.
  This paper examines what exactly the real potentials of using some mathematics computer software are to support mathematics teaching and learning in graph-oriented problems, more specifically we try to estimate the value added impact of computer use in the mathematics learning process.
  While electronic computation has been used by mathematicians for five decades, it has been in the hands of teachers and learners for at most three decades but the real breakthrough of decentralised and personalised micro-computer-based computing has been widely available for less than two decades. And it is the latter facility that has brought the greatest promise for computers in mathematics education. That computational aids overall do a better job of holding students' mathematical interest and challenging them to use their intellectual power to mathematical achievement than do traditional static media is unquestionable. The real question needing investigation concerns the circumstances where each is appropriate.
  A case study enabled a specification of advantages and obstacles of using computers in graph-oriented questions. Individual students' interviews revealed two less able students' reactions, difficulties and misinterpretations while using computers in mathematics learning.
  Among research outcomes is that the mathematical achievement of the two students observed improved and this makes teaching with computers an overriding priority for each defined teaching method.
  This paper may not have been realised without the valuable help of the Hungarian Eötvös State Grant.