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• Design guidelines for dynamic mathematics worksheets

  311-323

  Markus Hohenwarter

  Judtih Preiner

  Views:

  7

  In a Math and Science Partnership project in Florida, middle school teachers are using the dynamic mathematics software GeoGebra to create interactive online worksheets for mathematics learning. Formative evaluation of these materials based on design principles of multimedia learning has lead to a list of specific design guidelines for such dynamic worksheets that we present in this article. These design guidelines can give advice both for the creation of new dynamic worksheets and the evaluation of existing material on the Internet.

• GeoGebra in mathematics teaching

  101-110

  Zsuzsanna Papp-Varga

  Views:

  24

  GeoGebra is a dynamic mathematics software which combines dynamic geometry and computer algebra systems into an easy-to-use package. Its marvel lies in the fact that it offers both the geometrical and algebraic representation of each mathematical object (points, lines etc.). The present article gives a sample of the potential uses of GeoGebra for mathematics teaching in secondary schools.

• The effect of augmented reality assisted geometry instruction on students' achiveement and attitudes

  177-193

  Emin İbili

  Sami Şahin

  Views:

  12

  In this study, geometry instruction's academic success for the students and their attitudes towards mathematics which is supported by education materials of Augmented Reality (AR) and its effect on the acceptance of AR and its usage by teachers and students have been researched. Under this research, ARGE3D software has been developed by using augmented reality technology as for the issue of geometric objects that is contained in the mathematics curriculum of 6th class of primary education. It has been provided with this software that three-dimensional static drawings can be displayed in a dynamic and interactive way. The research was conducted in two different schools by an experiment and control group. In the process of data collection, Geometry Achievement Test (GAT), Geometric Reasoning Test (GRT), Attitudes Scale for Mathematics (ASM), students' math lecture notes, semi-structured interviews with teachers and students and observation and video recordings were used. Results showed that geometry instruction with ARGE3D increased students' academic success. In addition, it was found that geometry instruction with ARGE3D became more effective on students' attitudes that had negative attitudes towards mathematics and it also provided support to reduce fear and anxiety.

• Dynamic methods in teaching geometry at different levels

  1-13

  Tamás Árki

  István Krisztin Német

  Views:

  10

  In this paper we summarize and illustrate our experiences on DGS-aided teaching geometry of the courses "Computer in mathematics" and "Mathematical software" held for students at Juhász Gyula Teacher Training College of University of Szeged. Furthermore, we show examples from our grammar school experiences too. The figures in this paper were made by using Cinderella ([19]) and Euklides ([21]).

• Teaching of old historical mathematics problems with ICT tools

  13-24

  Tünde Kántor

  Anna Tóth

  Views:

  4

  The aim of this study is to examine how teachers can use ICT (information and communications technology) tools and the method of blended learning to teach mathematical problem solving. The new Hungarian mathematics curriculum (NAT) emphasizes the role of history of science, therefore we chose a topic from the history of mathematics, from the geometry of triangles: Viviani's Theorem and its problem field. We carried out our teaching experiments at a secondary school with 14-year-old students. Students investigated open geometrical problems with the help of a dynamic geometric software (GeoGebra). Their research work was similar to the historical way.

• 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

• Examining continuity/discontinuity of a function by using GeoGebra

  241-257

  Ljubica Dikovic

  Views:

  14

  The possibility to visualize the things with the help of today's dynamic software (GeoGebra being one of them), enables the students to see and explore mathematical relations and concepts that were difficult to be presented in the past, prior to the state-of-the-art technologies. In methodological sense, the contribution of this paper lies in the presentation of a set of visualizations designed to help students better understand and explore the basic calculus concepts such as continuity at a point, to examine discontinuity at a point, to display discontinuities and the relations between continuity and differentiability of single variable functions. In technical sense, this paper presents creative GeoGebra applets which offer new possibilities that could be of a vital importance for the future development of e-learning of College mathematics.