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• Challenges that a teacher-researcher faces during an action research – a case study

  89-99

  Emőke Báró

  Views:

  166

  This paper explores the dual role of the teacher-researcher in a four-year action research project focused on problem-based learning in mathematics. It highlights the challenges faced during the phases of planning, implementation, analysis, and reflection. Drawing on insights from the author’s experiences and observations based on both qualitative and quantitative data collection methods, the study identifies distinct challenges linked to the dual role, like differing design goals or subjective-objective voices. The author also proposes solutions to the identified challenges, such as collaboration with university experts and using reflective practices. Furthermore, the research underscores the beneficial impact of action research on enhancing teachers’ awareness and bridging the theory-practice gap, calling for further studies in this area.

  Subject Classification: 97D99

• Mapping students’ motivation in a problem oriented mathematics classroom

  111-121

  Emőke Báró

  Views:

  173

  This research focuses on mapping students’ motivation by implementing problem-solving activities, namely how the problem-oriented approach affects the students’ commitment, motivation, and attitude to learning. As a practicing teacher, the author faced difficulties with motivation and sought to improve her practice in the form of action research as described in this paper. Based on the literature, the author describes sources of motivation as task interest, social environment, opportunity to discover, knowing why, using objects, and helping others. The author discusses the effect of problem-oriented teaching on the motivation of 7th-grade students. In this paper, the results of two lessons are presented.

  Subject Classification: 97C20, 97D40, 97D50, 97D60

• The use of different representations in teaching algebra, 9 th grade (14-15 years old)

  29-42

  Eszter Árokszállási

  Views:

  126

  Learning Algebra causes many difficulties for students. For most of them Algebra means rote memorizing and applying several rules without understanding them which is a great danger in teaching Algebra. Using only symbolic representations and neglecting the enactive and iconic ones is a great danger in teaching Algebra, too. The latter two have a primary importance for average students.
  In our study, we report about an action research carried out in a grade 9 class in a secondary school in Hungary.The results show that the use of enactive and iconic representations in algebra teaching develops the students' applicable knowledge, their problem solving knowledge and their problem solving ability.

• Freudenthal fantasy on the bus, an American adaptation

  133-142

  Judit Kerekes

  Tünde Jakab

  Views:

  147

  In the 1960’s two mathematicians, Hans Freudenthal in the Netherlands and Tamás Varga in Hungary, had argued that people learn mathematics by being actively involved and investigating realistic mathematical problems. Their method lives on in today’s teaching and learning through the various components of cooperative and active learning, by taking ownership in learning, and learning through student dialogue. The goal is to create a welcoming classroom atmosphere in which play takes the front seat. One such scenario is visiting various (animal) stations at the zoo by bus (illustrated by pictures). Passengers are getting on and off the bus at each station (illustrated by arrows), which is modeled on the open number line. This adapted and modified action research was carried out with 5-yearl-old children in public schools of Staten Island, NY in 2019.

  Subject Classification: 97D40, 97F20, 97F30