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• Online tests in Comprehensive Exams – during and after the pandemic

  77-93

  Adrienn Vámosiné Varga

  Views:

  79

  The Covid-19 pandemic accelerated the development of electronic (e-learning) assessment methods and forced their use worldwide. Many instructors and students had to familiarize themselves with the form of distance education. During and since Covid-19 in Hungary, at the Faculty of Engineering of the University of Debrecen, the written part of the Comprehensive Exam in Mathematics is organized in a computer lab of the university using an online test. Our goal is that the results of the tests may be as reliable as possible in terms of measuring the students’ knowledge, and thus the grades given based on the test results would be realistic. In this paper, we show the analysis of a sample written exam and compare the real exam results of students who were prepared for the comprehensive exam during Covid-19 and who have participated in face-to-face education since then. The tools provided by the Moodle system necessary for comparison are also presented.

  Subject Classification: 97D40, 97D70, 97U50

• Supporting the theory of math didactic using knowledge-measuring questions and analysis of the solutions

  1-16

  Sándor Kántor

  Péter Fejes-Tóth

  Views:

  28

  New 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.

• Application of a color education software to improve color aptitude

  267-285

  Erika Perge

  Views:

  13

  The ability to handle colors smoothly and consciously may be vital to professionals in various fields, including engineers specializing in architecture or design. Education in sciences related to colors and a developed color aptitude are essential. In our experience, many secondary school graduates in Hungary exhibit inadequate competence and need to be trained in both fields by college instructors, thereby laying the foundations for their future professional work. In our paper, we introduce a computer-based method to teach color theory using a self-developed interactive educational software. We also demonstrate the results of a test measuring the efficiency of the software. Our method was shown to be capable of familiarizing students with the basic fields of visual computing, e.g. graphics and image processing.

• The formation of area concept with the help of manipulative activities

  121-139

  Eszter Herendiné-Kónya

  Views:

  33

  Examining the performance of Hungarian students of Grades 4-12 in connection with area measurement, we found many deficiencies and thinking failures. In the light of this background, it seems reasonable to review the educational practice and to identify those teaching movements that trigger the explored problems and to design a teaching experiment that tries to avoid and exclude them. Based on result we make recommendations for the broad teaching practice. In our study we report on one part of a multi-stage teaching experiment in which we dealt with the comparison of the areas of figures, the decomposition of figures and the special role of the rectangle in the process of area concept formation. The conclusion of the post-test is that manipulative activities are important and necessary in Grades 5 and 6, more types of equidecomposition activities are needed and the number of measuring tasks with grid as a tool should also be increased.

• Comparing the IT skills and the programming knowledge of Hungarian students specialized in informatics with Romanian students attending a science course or a mathematics-informatics course

  21-40

  Gábor Kiss

  Views:

  33

  The goal of this research is an analysis of the IT skills and programming knowledge of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was how effectively can students from different grades answer questions dealing with different subjects. After having evaluated the test results correctness of the original presumption emerged. Significance level was 5% through the analysis. Significant divergency in knowledge of Hungarian students and Romanian students of Humanities (Profil Uman) was found in 11th and 12th grades too. Romanian students attending a science course (Profil Real) and a Mathematics-Informatics course scored higher in programming than their Hungarian counterparts specialized in Informatics in the 11th grade. After the evaluation a final conclusion can be made: Romanian students of the Real Profile have the same or more practice in programming than Hungarian students specialized in Informatics, though the latters have the same or better IT skills. Unfortunately, Hungarian teachers concentrate on word processing and spreadsheet calculation and teach programming just for the students specialized in Informatics, although algorithm thinking would be important for every student before finishing secondary school.

• Learning and Knowledge: The results, lessons and consequences of a development experiment on establishing the concept of length and perimeter

  119-145

  Margit Tarcsi

  Views:

  33

  In the paper the four main stages of an experiment are described focusing on the question as to how much measuring the length and perimeter of various objects such as fences, buildings by old Hungarian units of measurements and standards contribute to the establishment of the concept of perimeter.
  It has also been examined in what ways and to what extent the various forms of teaching such as frontal, group and pair and individual work contribute to the general knowledge, thinking, creativity and co-operation in this area.
  It will also be shown to what extent folk tales, various activities and games have proved to be efficient in the teaching of the particular topic.
  Every stage of the experiment was started and closed with a test in order to find out whether the development was successful and children managed to gain lasting knowledge in this particular area.