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• Frequency-based dynamic models for the analysis of English and Hungarian literary works and coursebooks for English as a second language

  53-70

  Mária Csernoch

  Views:

  11

  We examined the characteristics of how word types are introduced in English and Hungarian literary works as well as in English coursebooks written for second language learners. By subdividing the texts into small segments of equal length, we were able to pinpoint subtle changes in the narrative. Based on the frequency of the word types in the original text a model was generated, and applying the model artificial texts were created. By comparing the original and the artificial texts, the places where these changes within the narrative occurred, could be located. Studying coursebooks we found that their vocabulary and how they introduce word types resembled those of randomly collected and concatenated short stories. According to our observations writers of the coursebooks forget that not only should the number of word types be carefully planned, but their repetition, in sufficient number, should also be cared for.

• Artworks as illustrations in Hungarian high school Mathematics textbooks

  103-117

  Rita Kiss-György

  Miklós Hoffmann

  Views:

  53

  Three different series of Hungarian Mathematics textbooks used in grade 9-12 education for the past 30 years have been analysed in this research. Our aim is to show and evaluate how the visual arts have been connected to mathematical ideas in these textbooks. We have applied the six dimensions of evaluation, which have recently been introduced in (Diego-Mantec on, Blanco, Búa Ares, & González Sequeiros, 2019) to categorise the illustrations of the three different series. We show examples for each dimension from the textbooks, and we find that even if the number of artistic illustrations in these coursebooks have significantly increased, in most cases these sporadic examples are not closely related to the mathematical context, mainly used for ornamental purposes to decorate the core text. Based on this classification we conclude that the number of artistic illustrations with underlying math concepts making students' participation more active could and should be significantly increased.

  Subject Classification: 97U20