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• CALIBRATE and CAS/DGS resources

  267-279

  Vladimir Batagelj

  Iztok Kavkler

  Matija Lokar

  Views:

  26

  The CALIBRATE project was initiated by the EU with the goal of expanding the use of ICT in education by increasing the amount of available learning resources via resource exchange. Although CAS/DGS can be used to easily create high quality learning resources which are also easily adaptable across national boundaries, such resources are difficult to find at CALIBRATE portals. We believe that this is due to CAS/DGS still being rather exotic to most of the people as well as with the common problem of finding existing appropriate resources. A possible solution is for CALIBRATE portals to properly equip existing and forthcoming CAS/DGS resources with suitable metadata and to provide some integration with CAS/DGS tools, enabling both beginners and power users to create and exchange CAS/DGS resources.

• Report on the First Central- and Eastern European Conference on Computer Algebra- and Dynamic Geometry Systems in Mathematics Education, 20-23 June, 2007, Pécs, Hungary

  409-413

  Csaba Sárvári

  Zsolt Lavicza

  Views:

  22

  The Department of Mathematics of the University of Pécs, Pollack Mihály Engineering Faculty organized in the year 2007 a conference on the role of CAS and DGS in the Mathematics education. We discuss the conference's activities.

• Report on "The Computer Algebra and Dynamical Geometry Systems, as the catalysts of the Mathematics education": Conference, 6-7 June, 2003, Pécs, Hungary

  259-269

  Csaba Sárvári

  Views:

  7

  The Department of Mathematics of the University of Pécs, Pollack Mihály Engineering Faculty organized in the year 2003 a conference on the role of CAS and DGS in the Mathematics education. We discuss – based on the authors' abstracts – the conference's activities.

• Dynamic methods in teaching geometry at different levels

  1-13

  Tamás Árki

  István Krisztin Német

  Views:

  28

  In this paper we summarize and illustrate our experiences on DGS-aided teaching geometry of the courses "Computer in mathematics" and "Mathematical software" held for students at Juhász Gyula Teacher Training College of University of Szeged. Furthermore, we show examples from our grammar school experiences too. The figures in this paper were made by using Cinderella ([19]) and Euklides ([21]).

• Numerical mathematics with GeoGebra in high school

  363-378

  Dragoslav Herceg

  Đorđe Herceg

  Views:

  34

  We have prepared a suite of motivational examples which illustrate numerical methods for equation solving. Fixed point iteration, Newton's method, secant method and regula falsi method are implemented as GeoGebra tools. Our experience in teaching of numerical mathematics in "Jovan Jovanovic Zmaj" high school in Novi Sad is presented. We have tested pupil proficiency in numerical equation solving with and without use of a computer and the results are presented.

• Herschel's heritage and today's technology integration: a postulated parallel

  419-430

  Kenneth Ruthven

  Views:

  23

  During the early 20th century, advocacy of a range of mathematical technologies played a central part in movements for the reform of mathematical education which emphasised ‘practical mathematics' and the ‘mathematical laboratory'. However, as these movements faltered, few of the associated technologies were able to gain and maintain a place in school mathematics. One conspicuous exception was a technology, originally championed by the mathematician Herschel, which successfully permeated the school mathematics curriculum because of its:
  • Disciplinary congruence with influential contemporary trends in mathematics.
  • External currency in wider mathematical practice beyond the school.
  • Adoptive facility of incorporation in classroom practice and curricular activity.
  • Educational advantage of perceived benefits outweighing costs and concerns.
  An analogous perspective is applied to the situation of new technologies in school mathematics in the early 21st century. At a general level, the cases of calculators and computers are contrasted. At a more specific level, the educational prospects of CAS and DGS are assessed.

• Apollonius' problems in grammar school

  69-85

  Elvira Ripco Sipos

  Views:

  20

  In this work there are ten problems of Apollonius listed with illustrations and solution possibilities including students' solutions, too. Usually, it is rather difficult for students to grasp the essence of these problems with the use of traditional means, bows and rulers, but the use of computers offers higher accuracy.