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• Entwicklung eines Messinstruments zu den Grunderfahrungen des Informatikunterrichts

  159-178

  Andreas Kiener

  Views:

  195

  The three basic experiences of computer science education (GI) take into account the personal perceptions and attitudes of students to computer science education. The aim of this study is to develop an inventory to capture these learners' perceptions and perspectives in order to select content or to track learners' development in relation to computer science. Exploratory factor analysis (EFA), partial least square analysis (PLS) and con rmatory factoranalysis (CFA) was used in this study to generate and select items and establish reliability and validity.

  Subject Classification: Q20, Q50

• Error analysis in teaching combinatorics: the development of prospective teachers’ confidence and problem-solving skills

  103-125

  Zoltán Paulovics

  Csaba Csapodi

  Zoltán Lóránt Nagy

  Views:

  76

  This study investigates the pedagogical potential of error analysis in the teaching of combinatorics within mathematics teacher education. Building on previous research that highlights the role of incorrectly worked sample solutions in cognitive, metacognitive, and affective learning processes, we conducted a mixed-methods study with prospective mathematics teachers at Eötvös Loránd University. Quantitative results from Likert-scale questionnaires (n = 26) indicate that regular analysis of incorrectly worked solutions substantially enhanced participants’ self-confidence, strengthened their problem-solving skills, and positively shaped their attitudes toward future teaching practice. Complementary qualitative data, analyzed through grounded theory, revealed five interrelated categories – self-reflection and confidence, discernment, deeper understanding, methodological surplus, and combinatorial surplus – that together explain the mechanisms through which error analysis supports professional growth. The findings suggest that systematic analysis of conceptual errors not only improves problem-solving competence but also fosters self-confidence, self-reflection, and teaching-related attitudes. By comparing our emergent model of error-analysis thinking with Schoenfeld’s problem-solving framework, we argue that “discernment” constitutes a distinctive and central dimension of error-based learning. The study contributes both theoretically, by refining models of mathematical problem solving, and practically, by offering concrete recommendations for integrating error analysis into mathematics teacher education curricula.

  Subject Classification: 97C30, 97K20, 97D40, 97C70, 97C99

• Teaching multiparadigm programming based on object-oriented experiences

  171-182

  Zoltán Porkoláb

  Viktória Zsók

  Views:

  223

  Multiparadigm programming is an emerging practice in computer technology. Co-existence of object-oriented, generic and functional techniques can better handle variability of projects. The present paper gives an overview of teaching multiparadigm programming approach through typical language concepts, tools in higher education. Students learning multiparadigm-oriented subjects would gain considerable expertise, which is highly needed by the industrial side in large-scale application development.