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• Some logical issues in discrete mathematics and algorithmic thinking

  243-258

  Viviane Durand-Guerrier

  Views:

  53

  The role of logic in mathematics education has been widely discussed from the seventies and eighties during the “modern maths period” till now, and remains still a rather controversial issue in the international community. Nevertheless, the relevance of discrete mathematics and algorithmic thinking for the development of heuristic and logical competences is both one of the main points of the program of Tamás Varga, and of some didactic teams in France. In this paper, we first present the semantic perspective in mathematics education and the role of logic in the Hungarian tradition. Then, we present insights on the role of research problems in the French tradition. Finely, we raise some didactical issues in algorithmic thinking at the interface of mathematics and computer science.

  Subject Classification: 97E30

• Mathematical Laboratory: Semiotic mediation and cultural artefacts in the mathematics classroom

  183-195

  Maria G. Bartolini Bussi

  Views:

  52

  Aim of this presentation is to summarize the influence of Tamas Varga on the Italian research and practice concerning didactics of mathematics since the 70s of the 20th centuries. While being in Budapest for the Conference I noticed that this influence was not known by most Hungarian mathematics educators. I guess that also in Italy, only the teacher educators of my generation know Varga’s influence on the teaching and learning of mathematics in primary school. Hence I start from a brief summary of development of mathematics curriculum in Italy (mainly in primary school) in the last decades of the 20th century. I focus some elements that may be connected with Varga’s influence and, later, some recent development of them.

  Subject Classification: 97G20, 97-U6, 97A40

• Report of Meeting Researches in Didactics of Mathematics and Computer Sciences, April 1-3, 2022 Baja, Hungary

  135-155

  E. Kónya

  M. Kiss

  Views:

  133

  The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Baja, Hungary, at Eötvös József College, from the 1st to the 3th of April, 2022. It was organized by the Doctoral School of Mathematical and Computational Sciences of the University of Debrecen and by Eötvös József College. The 62 participants - including 18 PhD students - came from 8 countries and represented 26 institutions of higher and secondary education. There were 3 plenary and 40 session talks in the program.

• Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: January 24-26, 2020 Sárospatak, Hungary

  243-271

  E. Kónya

  Gy. Szanyi

  Views:

  70

  The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Sárospatak, Hungary, on the Comenius Campus of the Eszterházy Károly University, from the 24th to the 26th of February, 2020. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen and the Eszterházy Károly University. The 76 participants – including 15 PhD students – came from 9 countries, 23 cities and represented 33 institutions of higher and secondary education. There were 4 plenary, 48 session talks and 4 poster presentations in the program.

• Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: February 1-3, 2019 Stúrovo, Slovakia

  105-129

  E. Kónya

  Gy. Szanyi

  Views:

  105

  The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Sturovo, Slovakia from the 1st to the 3th of February, 2019. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen. The 63 participants – including 17 PhD students – came from 7 countries, 22 cities and represented 36 institutions of higher and secondary education. There were 4 plenary, 42 session talks and 7 poster presentations in the program.

• Categorising question question relationships in the Pósa method

  91-100

  Dániel Katona

  Views:

  41

  The doctoral research of the author – with a reverse didactic engineering (RDE) methodology – aims at reconstructing the theoretical background of the ‘intuitively developed’ Pósa method for inquiry-based learning mathematics (IBME) in Hungarian talent education. Preliminary results of the second step of this theorization is presented, which applies tools of the Anthropological Theory of the Didactic (ATD). A model is proposed for categorizing question-question relationship with 3 categories: helping question, follow-up question and question of a kernel. The first two of them are claimed to represent two types (relevant or not) of generating-derived questions relationship. The model is also a prospective tool for connected task- and curriculum design and analysis within IBME development.

  Subject Classification: 97D20, 97D40, 97D50, 97E50, 97K30

• Report of Meeting Researches in Didactics of Mathematics and Computer Sciences: 31 March – 2 April, 2023 Oradea, Romania

  83-107

  Márton Kiss

  Views:

  129

  The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Oradea, Romania, at Partium Christian University, from 31 March to 2 April, 2023. It was organized by the Doctoral School of Mathematical and Computational Sciences of the University of Debrecen and Partium Christian University. The 85 participants – including 18 PhD students – came from 9 countries and represented 30 institutions of higher and secondary education. There were 4 plenary and 53 session talks in the program.

• Teaching correlation and regression in three European countries

  161-183

  Balázs Boller

  Views:

  26

  In this article, we compare the presence of correlation and regression analysis in secondary education of Ireland, the Netherlands and Luxembourg, through the analysis of final-exam tasks and curricula based on the Anthropological Theory of Didactics (ATD). It points out that the same topic can appear in different ways and extent in curricula, even if the mathematics teaching goals are similar. This article is a kind of introduction to the research that explores the possibilities for the appearance of these concepts in the Hungarian mathematics education. Therefore, in the second part of the article, Hungarian curricular goals are included, and it is shown which methodology of the three studied countries has the greatest curricular basis in Hungary.

  Subject Classification: 97xxx

• The time spent on board games pays off: links between board game playing and competency motivation

  119-131

  András Ferenc Dukán

  Katalin Fried

  Csaba Szabó

  Views:

  89

  The impact playing has on the development of thinking is an important topic of psychology of learning, brain research and mathematics didactics.
  Our research is also connected to the aforementioned topic. We investigated the effects of playing board games on competence motivation and the development of mathematical competencies.
  In this paper, we present the results of an experiment carried out in a secondary school class.
  The experimental group spent one of three weekly mathematics lessons playing board games.
  Apart from the several advantages of playing games in general, we can conclude that, based on the results of the national competence measurement, the mathematical competence of the students developed properly.
  The readiness and the progress of the pupils were compared on the basis of input and output tests and an initial knowledge measurement and, at the same time, we compared their level of mathematical competence with the results of the national competence
  measurement.

  Subject Classification: 97C70, 97D40