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• Supporting the education of engineering mathematics using the immediate feedback method

  49-61

  Dóra Sipos

  Imre Kocsis

  Views:

  74

  In the literature, several methods are suggested to deal with problems regarding the efficiency of mathematics education including techniques that help integrate new knowledge into long-term memory. We examined how effective the application of the immediate feedback method is in teaching engineering mathematics. The article presents the method used and the results obtained during the study.

  Subject Classification: 97D40, 97D60

• Promoting a meaningful learning of double integrals through routes of digital tasks

  107-134

  Francesca Alessio

  Lucio Demeio

  Agnese Ilaria Telloni

  Views:

  179

  Within a wider project aimed at innovating the teaching of mathematics for freshmen, in this study we describe the design and the implementation of two routes of digital tasks aimed at fostering students' approach to double integrals. The tasks are built on a formative assessment frame and classical works on problem solving. They provide facilitative and response-specific feedback and the possibility to request different hints. In this way, students may be guided to the development of well-connected knowledge, operative and decision-making skills. We investigated the effects of the interaction with the digital tasks on the learning of engineering freshmen, by comparing the behaviours of students who worked with the digital tasks (experimental group, N=19) and students who did not (control group, N=19). We detected that students in the experimental group showed more exibility of thinking and obtained better results in the final exam than students in the control group. The results confirmed the effectiveness of the experimental educational path and offered us interesting indications for further studies.

  Subject Classification: 97D40, 97U70, 44A45

• The application of modelling tasks in the classroom – why and how? with reflections on an EU teacher training course

  231-244

  Gabriella Ambrus

  Ödön Vancsó

  Balázs Koren

  Views:

  34

  The aim of the article is to present the concept of mathematical modelling in the classroom. LEMA (Learning and Education in and through Modelling and Applications) was an EU Comenius funded project in which mathematics educators from six countries worked to produce materials to support teachers' professional development. A group of voluntary Hungarian mathematics teachers were taught modelling for a year and we were and still are given feedback continously. The article leads us from the general concept of mathematical modelling to its practice in the classroom. It presents difficulties that teachers have to face when doing modelling lessons and their students' reactions are also mentioned. We present sample tasks from the material of the teacher training course as well as tasks that were created by the participants.

• WMI2: interactive mathematics on the web

  393-405

  Zoltán Kovács

  Views:

  12

  After 5 years of experiments and feedback we decided to continue the software development on WebMathematics Interactive, a web-based e-learning tool, rewriting it from scratch. The demonstration version of WebMathematics Interactive 2 (WMI2) has been shown to the expert audience on the CADGME conference. In this article we summarize the development goals and results.

• Constructing the disk method formula for the volume obtained by revolving a curve around an axis with the help of CAS

  363-376

  Muharrem Aktümen

  Tolga Kabaca

  Views:

  32

  Calculus concepts should have been taught in a carefully designed learning environment, because these concepts constitute a very important base for almost all applied sciences. The integral, one of the fundamental concepts of Calculus, has a wide application area. This paper focuses on constructing the disk method formula for the volume obtained by revolving a curve around an axis with the help of a CAS.
  In this study, a semi-structured interview was carried out. In this interview, we tried to construct the disk method formula.
  The levels of constructing the disk method formula in this study are:
  • Introducing the concept: evaluating the volume of an Egyptian pyramid.
  • Evaluating the volume of a cone obtained by revolution (using Maple worksheet).
  • Designing their own ring and evaluating its price (using Maplet).
  In this study, the interview has been presented as a dialog between teacher and students. When we look at feedback from students, we see that such a teaching method effects students in a positive way and causes them to gain conceptual understanding directed towards the concepts of approximation and volume.

• Rotation mentale et ordinateur

  33-48

  Mária Bakó

  Views:

  11

  P. H. Maier, en se basant sur des recherches psychologiques, distingue cinq éléments d'intelligence spatiale. Dans cet article nous étudions comment l'ordinateur peut intervenir dans le développement de l'élément rotation mentale. Nous avons écrit des logiciels qui utilisent les rétroactions perspectives et nous avons effectué des expériences avec cinq groupes d'éleves. Pour pouvoir poursuivre le travail et le développement de travail de chaque éleve et pour faciliter l'examen des résultats, les tests sont au format HTML et les réponses des éleves ont été traitées par un serveur central. La statistique montre que les résultats des éleves s'améliorent au fur et a mesure.

• Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson

  25-43

  Maija Ahtee

  Erkki Pehkonen

  Anu Laine

  Liisa Näveri

  Markku S. Hannula

  Pirjo Tikkanen

  Views:

  37

  Third-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher's and their classmates' activities in their drawings. Two inventories were formed that contain, respectively, teachers' and pupils' activities during a mathematics lesson as seen in the pupils' drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher's location in the classroom. Respectively, pupils' activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussions on mathematics.

• Let's learn database programming in an active way

  213-228

  Anikó Vágner

  Views:

  22

  This paper introduces how I applied the "learning by doing" method in the education of advanced knowledge of database systems in Software Engineering BSc program. The first goal of my method is to enable the students to use the PL/SQL and SQL as a skill, namely they get a practical competence which can be immediately used in business. In the laboratory the students independently practise the material learnt on the lecture. They get feedback for all their activities from the teacher. A software system helps administer the solutions, automatically verifies the syntax of them and helps the teacher to evaluate them. The paper summarises the results of three semesters. In the last year I compared the active learning method with the traditional method. I asked the students in a voluntary survey about the active learning method.