Search
Search Results
-
What can we learn from Tamás Varga’s work regarding the arithmetic-algebra transition?
39-50Views:82Tamás Varga’s Complex Mathematics Education program plays an important role in Hungarian mathematics education. In this program, attention is given to the continuous “movement” between concrete and abstract levels. In the process of transition from arithmetic to algebra, the learner moves from a concrete level to a more abstract level. In our research, we aim to track the transition process from arithmetic to algebra by studying the 5-8-grader textbooks and teacher manuals edited under Tamás Varga's supervision. For this, we use the appearance of “working backward” and “use an equation” heuristic strategies in the examined textbooks and manuals, which play a central role in the mentioned process.
Subject Classification: 97-01, 97-03, 97D50
-
"On the way" to the function concept - experiences of a teaching experiment
17-39Views:80Knowing, 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
-
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: January 24-26, 2020 Sárospatak, Hungary
243-271Views:105The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Sárospatak, Hungary, on the Comenius Campus of the Eszterházy Károly University, from the 24th to the 26th of February, 2020. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen and the Eszterházy Károly University. The 76 participants – including 15 PhD students – came from 9 countries, 23 cities and represented 33 institutions of higher and secondary education. There were 4 plenary, 48 session talks and 4 poster presentations in the program.
-
Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: February 1-3, 2019 Stúrovo, Slovakia
105-129Views:147The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Sturovo, Slovakia from the 1st to the 3th of February, 2019. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen. The 63 participants – including 17 PhD students – came from 7 countries, 22 cities and represented 36 institutions of higher and secondary education. There were 4 plenary, 42 session talks and 7 poster presentations in the program.
-
The investigation of students' skills in the process of function concept creation
249-266Views:23Function 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.