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An examination of descriptive statistical knowledge of 12th-grade secondary school students - comparing and analysing their answers to closed and open questions
63-81Views:194In this article, we examine the conceptual knowledge of 12th-grade students in the field of descriptive statistics (hereafter statistics), how their knowledge is aligned with the output requirements, and how they can apply their conceptual knowledge in terms of means, graphs, and dispersion indicators. What is the proportion and the result of their answers to (semi-)open questions for which they have the necessary conceptual knowledge, but which they encounter less frequently (or not at all) in the classroom and during questioning? In spring 2020, before the outbreak of the pandemic in Hungary, a traditional-classroom, “paper-based” survey was conducted with 159 graduating students and their teachers from 3 secondary schools. According to the results of the survey, the majority of students have no difficulties in solving the type of tasks included in the final exam. Solving more complex, open-ended tasks with longer texts is more challenging, despite having all the tools to solve them, based on their conceptual knowledge and comprehension skills. A valuable supplement to the analysis and interpretation of the results is the student attitudes test, also included in the questionnaire.
Subject Classification: 97K40, 97-11, 97D60
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The efficiency of written final exam questions in mathematics based on voluntary data reports, 2012–2015
63-81Views:190The efficiency of each question in the mathematics written final exam is not recorded by the institutions organizing the graduation exam. In order to overcome this deficiency the committee of final exams in mathematics and the Hungarian Educational Authority ask schools to send – beyond the total marks obtained on the paper – the scores of each question of all individual candidates to the Authority every year since 2012. Because a high proportion of schools complied with this request between 2012 and 2015, the researchers were provided valuable information for a deeper analysis on the effectiveness of exams. In this paper we have carried out an analysis of the efficiency of questions set in the written examination papers both on the intermediate and on the higher level in the last four years, on the basis of these voluntary data reports. -
Zur Veränderung des Stellenwertesvon Beweisen im Mathematikunterricht - eine Analyse von ungarischen Abiturprüfungenzwischen 1981 und 2020
35-55Views:168Proofs are not just an essential, crucial part of mathematics as a science, they also have a long tradition in Hungarian mathematics classrooms. However, the school in general and, mathematics education in particular, have been changed in the last few decades enormously, including the final secondary school examinations in mathematics. The current paper's main goal is to answer the question, how has been changed the weight and the content of reasoning and especially proving tasks in the relevant examinations.
Subject Classification: 97E54, 97D64, 97U44
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Supporting the theory of math didactic using knowledge-measuring questions and analysis of the solutions
1-16Views:166New or rediscovered results presented in this paper are the results of the analysis of the problem sets used in the two-tier system secondary school final examination in mathematics, a system that was introduced in Hungary in 2005.
Many of the revealed problem arise in connection with misunderstanding the text of the problems. Causes of misinterpretation can be either that the text is lacking some important information, or that it should be interpreted not in word-to-word manner.
Theses and their argumentations presented here refer partly on the new types of problems (tests, non-standard mathematical contents), and partly on improvement of learning-teaching process in topics of equations and approximations.
