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General key concepts in informatics: data
135-148Views:10"The system of key concepts contains the most important key concepts related to the development tasks of knowledge areas and their vertical hierarchy as well as the links of basic key concepts of different knowledge areas. When you try to identify the key concepts of a field of knowledge, you should ask the following questions: Which are the concepts that are the nodes of the concept net and can be related to many other concepts? Which are the concepts that necessarily keep re-appearing in different contexts when interpreting what you have learnt before? Which are the concepts that arrange specific facts in structures, which contribute to interpreting and apprehending new information and experience? Which are the concepts that – if you are unfamiliar with and unaware of – inhibits you in systematizing various items of knowledge or sensibly utilizing them?" [9] One of the most important of these concepts is the data. -
Key concepts in informatics: documents
97-115Views:12"The system of key concepts contains the most important key concepts related to the development tasks of knowledge areas and their vertical hierarchy as well as the links of basic key concepts of different knowledge areas. When you try to identify the key concepts of a field of knowledge, you should ask the following questions: Which are the concepts that are the nodes of the concept net and can be related to many other concepts? Which are the concepts that necessarily keep re-appearing in different contexts when interpreting what you have learnt before? Which are the concepts that arrange specific facts in structures, which contribute to interpreting and apprehending new information and experience? Which are the concepts that – if you are unfamiliar with and unaware of – inhibits you in systematizing various items of knowledge or sensibly utilizing them?" [8] One of the most important of these concepts is the document. -
Many paths lead to statistical inference: Should teaching it focus on elementary approaches or reflect this multiplicity?
259-293Views:65For statistics education, a key question is how to design learning paths to statistical inference that are elementary enough that the learners can understand the concepts and that are rich enough to develop the full complexity of statistical inference later on. There are two ways to approach this problem: One is to restrict the complexity. Informal Inference considers a reduced situation and refers to resampling methods, which may be completely outsourced to computing power. The other is to find informal ways to explore situations of statistical inference, also supported with the graphing and simulating facilities of computers. The latter orientates towards the full complexity of statistical inference though it tries to reduce it for the early learning encoun-ters. We argue for the informal-ways approach as it connects to Bayesian methods of inference and allows for a full concept of probability in comparison to the Informal Inference, which reduces probability to a mere frequentist concept and – based on this – restricts inference to a few special cases. We also develop a didactic framework for our analysis, which includes the approach of Tamás Varga.
Subject Classification: 97K10, 97K70, 97K50, 97D20
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Comparison of teaching exponential and logarithmic functions based on mathematics textbook analysis
297-318Views:8Exponential and logarithmic functions are key mathematical concepts that play central roles in advanced mathematics. Unfortunately these are also concepts that give students serious difficulties. In this paper I would like to give an overview – based on textbook analysis – about the Hungarian, Austrian and Dutch situation of teaching exponential and logarithmic functions. This comparison could also provide some ideas for Hungarian teachers on how to embed this topic in their practice in another more "realistic" way. -
Analysis of the affective factors of learning mathematics among teacher trainees
225-254Views:10The Hungarian National Core Curricula gives primacy to the development of abilities and the practical application of knowledge. The task of the training programme is primarily to prepare teacher trainees for the teaching and educating profession. As teachers, they are going to plan, organize, help, guide, control and evaluate the learning of mathematics of individuals and groups of students from the age of 6 to 10 (12), and cultivate their mathematical skills, thinking and positive attitude towards any mathematical activities. In order to train educators who are able to meet the above requirements on high standard, it is necessary to update the teacher training programme based on the trainees' preliminary knowledge and motivation level.
The key to learn about the child's mind and achieve conscious development is the systematization of factual knowledge and methodological awareness. The modern, flexible approach to subject pedagogy, based on pedagogy, psychology and epistemology, qualifies trainees to educate learners who understand and like mathematics. Therefore, it is essential to develop the trainees' positive approach to mathematics and arouse their demand for continuous professional improvement. (Programme of the four-year primary school teacher training, 1995.)
In our research we are looking for ways of ascertaining the starting parameters which have influence on the planning of the studies of mathematics and subject pedagogy. In this article we introduce a questionnaire by the means of which we collected information on the trainees' attitude and its changing towards mathematics. With the help of the analysis of the answers we paint a picture of the ELTE TÓFK (Eötvös Loránd University, Faculty of Elementary and Nursery School Teacher's Training) third year students' attitude to the subject, and we compare it to the tendencies noticed in the mass education. The energy invested in learning is influenced by the assumption of the relevance and importance of the subjects. Therefore we considered it also our task to reveal. Besides the students' attitude toward mathematics and their assumption about their own competence we have collected data also on their performance in the subject. Summarising the research results we show the advantages of the questionnaire, and summarise the observations which would indicate need for methodological changes in the mathematics teacher training.
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