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• 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:

  31

  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.

• Game theory for managers and mechanical manager students

  73-91

  Kornélia Éva Dékány

  Views:

  23

  In this article we describe the second part of a case study, in which 48 Mechanical Management students were involved. The participants of the case study were MSc level students at Szent István University, Gödöllő.
  In the case study we looked for methods by which we can support the most important components of competence motivation and the development of mathematical and other key competences during the mathematics lessons and individual learning.
  Another goal of our research was to get reliable information about students learning methods and their awareness of self-efficiency, furthermore their achievement in the subject of Engineering and Economic Mathematics.
  Detailed assistance was provided for the students in the e-learning portal. Knowledge tests, questionnaire and personal interviews with the students were also used.
  During the semester four topics have been discussed: linear programming, graph theory, game theory and differential equations. In this article I will describe the lesson preparations, the help for examinations and the students' achievement on game theory.

• 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

• Realizing the problem-solving phases of Pólya in classroom practice

  219-232

  András Ambrus

  Krisztina Barczi-Veres

  Views:

  119

  When teaching mathematical problem-solving is mentioned, the name of Pólya György inevitably comes to mind. Many problem-solving lessons are planned using Pólya's steps and helping questions, and teachers often rely on his heuristics even if their application happens unconsciously. In this article, we would like to examine how the two phases, Making a plan and Looking back, can be realized in a secondary school mathematics lesson. A case study was designed to observe and analyse a lesson delivered using cooperative work.

  Subject Classification: 97B10, 97C70, 97D40, 97D50

• Über einen allgemeinen Übungsbegriff bei verschiedenen Unterrichtsmethoden in der Planung des Mathematikunterrichtes

  175-201

  Gabriella Ambrus

  Views:

  31

  Practice is important in the education of mathematics but is neclected in the didactic of mathematics. One of the reasons is that practice is often defined too "narrowly" and the definitions of practice have in most cases an obscure background theory. In the article a general definition of practice is given, which – in contrast to the usual definitions – views practice from the point of the pupils (practice means activity of pupils). By utilising this definition consequences will be drawn. These consequences serve as for the more exact planning of practice in education as for the analysis of the dependency of practice from teachingsmethods.
  In the second part an example will be presented for planning together practice and lesson, in two different teachingsmethods (traditionel, problemsolving). The analysis of both worksheets (one for each method, identical teachingsmaterial) was made on the basis of authors practise in lessons i.e. her own concepts and the experience with pupils at a class 5. On the basis of the expectable solutions is specified – using a criteriacatalog – what was practised.
  The analysis of practice leads further to the examination of above mentioned dependency from teachingsmethods.

• Teaching XML

  317-335

  Péter Jeszenszky

  Views:

  27

  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.