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• Methodological questions of digital teaching material development made in the subject of mathematics

  25-41

  András Lénárd

  Judit Szitányi

  Views:

  13

  In the methodology of mathematics teaching, the selection and the manner of using applicable digital teaching materials appeared as a new element. As the number of digital teaching materials applicable in education is constantly increasing, their purposeful use is rarely discussed. In what areas digital teaching materials can be used in mathematics? What are the problems for which they could provide a solution? Shall we use them besides traditional solutions, or instead?
  The authors of this article have had the opportunity to participate in projects aiming to develop digital learning materials on various occasions. During the implementation of the projects, they needed to make methodological compromises at various points.
  In our article, we are seeking a more emphatic use of methodology belonging to digital teaching materials, drawing on the experiences of three implemented projects. Our aim is to draw the attention to the anomalies we found in the implementation of the projects, which must be taken into consideration in new developments already at the planning stage.

• Teaching fractions at elementary level in the light of Hungarian mathematics textbooks in Romania

  149-159

  Tünde Klára Baranyai

  Views:

  70

  According to the new curriculum in Romania, fractions are introduced in the second grade. The present study analyses Hungarian elementary mathematics textbooks on the topic of fractions focusing on the types of tasks in the textbooks, the significance of representations and the proportion of word problems. Additionally, the paper presents a questionnaire-based research on teachers’ opinion regarding the adequacy and sufficiency of the digital materials and exercises related to fractions in the textbooks.

  Subject Classification: 97F40, 97F80, 97U20, 97U50

• What does ICT help and does not help?

  33-49

  Enikő Jakab

  Views:

  94

  Year by year, ICT tools and related teaching methods are evolving a lot. Since 2016, the author of the present lines has been looking for a connection between them that supports the development of mathematical competencies and could be integrated into Transcarpathian minority Hungarian language education too. As a doctoral student at the University of Debrecen, I experienced, for example, how the interactive whiteboard revolutionized illustration in Hungarian mathematics teaching, and how it facilitated students' involvement. During my research of teaching in this regard, in some cases, the digital solution had advantageous effects versus concrete-manipulative representation of
  Bruner's too.
  At the same time, ICT "canned" learning materials (videos, presentations, ...) allow for a shift towards repetitive learning instead of simultaneous active participation, which can be compensated for by the "retrieval-enhanced" learning method.
  I have conducted and intend to conduct several research projects in a Transcarpathian Hungarian primary school. In the research so far, I examined whether, in addition to the financial and infrastructural features of the Transcarpathian Hungarian school, the increased "ICT-supported" and the "retrieval-enhanced" learning method could be integrated into institutional mathematics education. I examined the use of two types of ICT devices: one was the interactive whiteboard, and the other was providing one computer per student.
  In this article, I describe my experiences, gained during one semester, in the class taught with the interactive whiteboard on the one hand, and in the class taught according to the "retrieval-enhanced" learning method on the other hand.
  I compare the effectiveness of the classes to their previous achievements, to each other, and to a class in Hungary.

  Subject Classification: 97U70

• Integrating Didactic Games in Higher Education: Benefits and Challenges

  1-15

  Attila Körei

  Szilvia Szilágyi

  Zsuzsanna Török

  Views:

  368

  In our paper, we study the reasons for the introduction of didactic games and the way of their application in higher education, especially in teaching mathematics. After describing the main characteristics and needs of Generation Z students, we outline the advantages and drawbacks of gamification and game-based learning, followed by some new aspects to their classification. The idea of device-based grouping arose because the most commonly used methods require IC tools. Gen Zs naturally accept gamified learning materials available on digital and mobile platforms, but we must not forget about traditional games either. In higher education, especially in the case of small-group teaching there should also be room for traditional, specialized didactic games, of which we focus on the benefits of card games.

  Subject Classification: 97C70, 97D20, 97D40, 97U70