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• Herschel's heritage and today's technology integration: a postulated parallel

  419-430

  Kenneth Ruthven

  Views:

  9

  During the early 20th century, advocacy of a range of mathematical technologies played a central part in movements for the reform of mathematical education which emphasised ‘practical mathematics' and the ‘mathematical laboratory'. However, as these movements faltered, few of the associated technologies were able to gain and maintain a place in school mathematics. One conspicuous exception was a technology, originally championed by the mathematician Herschel, which successfully permeated the school mathematics curriculum because of its:
  • Disciplinary congruence with influential contemporary trends in mathematics.
  • External currency in wider mathematical practice beyond the school.
  • Adoptive facility of incorporation in classroom practice and curricular activity.
  • Educational advantage of perceived benefits outweighing costs and concerns.
  An analogous perspective is applied to the situation of new technologies in school mathematics in the early 21st century. At a general level, the cases of calculators and computers are contrasted. At a more specific level, the educational prospects of CAS and DGS are assessed.

• Teaching XML

  317-335

  Péter Jeszenszky

  Views:

  9

  The author has been teaching XML at the Faculty of Informatics, University of Debrecen since the end of the nineties. This paper gives an overview of XML technology from an educators viewpoint that is based on the experience that the author has gained teaching XML over the years. A detailed description of the XML course is provided. Methodological issues are also discussed.

• Forming the concept of parameter with examples of problem solving

  201-215

  Katarzyna Wadoń-Kasprzak

  Views:

  12

  Pupils are encountering difficulties with learning algebra. In order for them to understand algebraic concepts, particularly the concept of parameter it was decided by the teacher of mathematics and Information Technology to integrate the teaching of these two subjects. The aim of this study is to investigate whether, and to what degree, software can be useful in process of forming the concept of parameter. This longitudinal study was conducted in a junior high school (13-16 year old children) using different computer programs.

• E-learning management systems in Hungarian higher education

  357-383

  Katalin Horváth

  Views:

  13

  Computers, informatics, and information technology have an ever-increasing role in the establishment and spread of new educational forms and methods. The role of e-learning as a new educational model is increasing in the world of computer networks, because of a widespread access to the net and a growing demand for learning beside work.
  Technological elements of e-learning can be separated as Learning Management System, authoring system, course material and a browser. Learning Management System is the software package that creates the structure of the whole educational process: course organisation, course material presentation, tracking student work, recording results, and the completion of the program.
  This publication shows examples of Learning Management Systems used in Hungarian higher education. Summarizing and systematizing expectations and demands expressed in connection with learning management systems, the present work tries to help the reader orientate on an ever-expanding market.

• The role of computer in the process of solving of mathematical problems (results of research)

  67-80

  Henryk Kąkol

  Tadeusz Ratusiński

  Views:

  11

  We would like to present results of an almost two years investigations about the role computer in the process of solving of mathematical problems. In these investigations took part 35 students of the secondary school (generalists) in the age 17–19 years. Each of these students solved following problem:
  Find all values of the parameter m so that the function
  f(x) = |mx + 1| − |2x − m| is:
  a) bounded,
  b) bounded only from the bottom,
  c) bounded only from above,
  first without a computer and next with a special computer program. We would like to show results of these researches.

• Expressiveness of programming languages and environments: a comparative study

  111-141

  Gábor Törley

  Views:

  11

  In written and oral communication tools, the support of the understanding of our message have an important role: we can increase the expressiveness and the level of understanding of our topic by approaching it in several ways, i.e. in written methods by highlighting the important parts; in oral by changing tone and other elements of non-verbal communication. In this paper programming languages and developing environments are compared with each other in terms of their methods and their level of support to the solution of programming tasks.
  There is a need to have these tools in programming and, of course, in teaching programming. What are the factors that define the distinctness and the legibility of a program? What are the basic principles which give an instrument in programmers' and students' hands in order to create a properly working program from already existing algorithms in the most efficient way? We search for the answers to these questions in this paper.

• Facilitating class attendance to improve student achievements

  77-90

  Ye Sun

  Weifeng Chen

  Views:

  11

  Many studies have revealed that attendance is strongly associated with students' achievements, and have proposed different strategies to improve students' attendance. However, there are few studies investigating how to efficiently take students' attendance – the key component to improve students' attendance. Taking attendance manually is inefficient since it will consume part of the limited class time. This paper describes the design and the implementation of an online attendance system that is currently used in classes at West Virginia University and California University of Pennsylvania. Examples of the system are provided online. Implementation codes of the system are shared, which can be used to teach computer science courses such as Web Programming or Client-Server Script Languages.

• Teaching puzzle-based learning: development of transferable skills

  245-268

  Nickolas Falkner

  Raja Sooriamurthi

  Zbigniew Michalewicz

  Views:

  9

  While computer science and engineering students are trained to recognise familiar problems with known solutions, they may not be sufficiently prepared to address novel real-world problems. A successful computer science graduate does far more than just program and we must train our students to reach the required levels of analytical and computational thinking, rather than hoping that it will just 'develop'. As a step in this direction, we have created and experimented with a new first-year level course, Puzzle-based Learning (PBL), that is aimed at getting students to think about how to frame and solve unstructured problems. The pedagogical goal is increase students' mathematical awareness and general problem solving skills by employing puzzles, which are educational, engaging, and thought provoking. In this paper we continue sharing our experiences in teaching such a course. Whereas a brief discussion on our pedagogical objectives were covered in the first paper together with the material of the first of two lectures on pattern recognition, this follow-up paper presents the material of the second of two lectures, in which additional exercises are discussed to reinforce the lesson. Along the way we provide a glimpse of some foundational ideas of computer science such as incomputability and general system development strategies such as incremental and iterative reasoning. This paper discusses the outcomes of PBL courses, which include expected improvement in the overall results achieved by students who have undertaken PBL courses, compared to those students who have not.

• Teaching puzzle-based learning: development of basic concepts

  183-204

  Nickolas Falkner

  Raja Sooriamurthi

  Zbigniew Michalewicz

  Views:

  2

  While computer science and engineering students are trained to recognise familiar problems with known solutions, they may not be sufficiently prepared to address novel real-world problems. A successful computer science graduate does far more than just program and we must train our students to reach the required levels of analytical and computational thinking, rather than hoping that it will just 'develop'. As a step in this direction, we have created and experimented with a new first-year level course, Puzzle-based Learning (PBL), that is aimed at getting students to think about how to frame and solve unstructured problems. The pedagogical goal is increase students' mathematical awareness and general problem solving skills by employing puzzles, which are educational, engaging, and thought provoking. We share our experiences in teaching such a course – apart from a brief discussion on our pedagogical objectives, we concentrate on discussing the presented material which covers (in two lectures) just one selected topic (pattern recognition). In this paper we present the ideas behind foundations for PBL and the material of the first of two lectures on pattern recognition, in which we address core concepts and provide students with sufficient exemplars to illustrate the main points.