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• CALIBRATE and CAS/DGS resources

  267-279

  Vladimir Batagelj

  Iztok Kavkler

  Matija Lokar

  Views:

  89

  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.

• The tradition of problem-posing in Hungarian mathematics teaching

  233-254

  Zoltán Kovács

  Views:

  298

  Based on the literature, Pólya was influential in problem-posing research. The present paper draws attention to a book written with Pólya's collaboration, which has not yet received sufficient emphasis in the problem-posing literature. On the other hand, Pólya's impact on mathematics education in Hungary has been significant, including the problem-posing paradigm. Two works, published only in Hungarian, that rely heavily on problem-posing are highlighted. Furthermore, it is presented how problem-posing appeared in the Hungarian Complex Mathematics Teaching Experiment (1962-78) led by Tamás Varga.

  Subject Classification: 97D50

• Apollonea.com project: integrating geometry and collaboration in education

  183-194

  Tomáš Fabián

  Views:

  19

  This article presents the Apollonea.com project, which aims to make the solutions to Apollonius’ problems accessible to students and teachers through modern technology. The web platform contains more than 150 interactive constructions created by students using GeoGebra, allowing for dynamic manipulation and visualization of solutions to various variants of Apollonius’ problems. The project combines classical geometric problems with an interdisciplinary approach, teamwork, and the use of modern technology. The article describes the process of developing the Apollonea.com website, the use of GeoGebra in the project, the structure and functions of the website, and its educational benefits in enhancing students’ geometric skills. The project demonstrates how traditional mathematics education can be connected with modern ICT tools.

  Subject Classification: 97U50, 97G40, 51M04, 68U05

• 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