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Methods of teaching programming
247-257Views:28Programming methodology is one of the oldest fields of IS education, and thus various methods have evolved for its teaching. While some of them could be used effectively in primary or secondary education, others are more suited for students in higher education. The methods themselves determine the structure and curricula of courses such as Programming methodology, Data types and algorithms, Programming technology. -
ICT methodology
3-24Views:13This article is an overview discussing what ICT subject methodology, ICT didactics and ICT methodology are, what the philosophy of ICT is, and finally what ICT pedagogy is. -
Methodological questions of digital teaching material development made in the subject of mathematics
25-41Views:14In the methodology of mathematics teaching, the selection and the manner of using applicable digital teaching materials appeared as a new element. As the number of digital teaching materials applicable in education is constantly increasing, their purposeful use is rarely discussed. In what areas digital teaching materials can be used in mathematics? What are the problems for which they could provide a solution? Shall we use them besides traditional solutions, or instead?
The authors of this article have had the opportunity to participate in projects aiming to develop digital learning materials on various occasions. During the implementation of the projects, they needed to make methodological compromises at various points.
In our article, we are seeking a more emphatic use of methodology belonging to digital teaching materials, drawing on the experiences of three implemented projects. Our aim is to draw the attention to the anomalies we found in the implementation of the projects, which must be taken into consideration in new developments already at the planning stage. -
Decision based examination of object-oriented programming and Design Patterns
83-109Views:6On the basis of our examination experience of Design Patterns the existing interpretations and descriptions of Design Patterns do not realise a clear and understandable answer for their aims. The reason for this is that the existing interpretation of the object-oriented paradigms is used for their description and formulation. In order that clear answers could be found for the aims of using Design Patterns, a new conception of their interpretation has to be established. In order to create a new conception, we have to analyze object-oriented paradigms.
According to our new conception the object-oriented methodology is based on the elimination of decision repetition, thus sorting the decisions to class hierarchy, with the help of which the data structure and methodology of decision options can be determined by the subclasses of the given class. Sorting the decisions and decision options to a class and its subclasses only the first decision case will be executed, which will be archived and enclosed by instantiation of one of the subclasses. For the following decision cases the archived decision result can be used without knowledge of which decision option was used, so to say which subclass was instantiated, because it is enclosed by using the type of the parent class.
The aim of the object-oriented technology is the elimination of decision repetition, which can be realized by sorting the decisions. The derivations are the abstract definitions of decisions, so the derivations can be interpreted as decision abstractions. The Design Patterns offer recipes for sorting the decisions. With the help of the decision concept the aim of Design Patterns can be cleared and a more natural classification of Design Patterns can be realized. -
Force of summation
185-199Views:12Programming theorems are important tools of programming methodology. By using analogous programming techniques, the solutions of different tasks can be created easily and fast based on programming theorems. Perhaps the summation is the simplest programming theorem that is widely-known among the programmers but once and for all the most various tasks can be solved by this theorem. The aim of the present paper is to investigate the summation programming theorem. Several different abstract levels of this theorem will be defined and the problem types that can be solved based on summation are going to be described. We will underline those points of a programming theorem that make a theorem general and that are not defined in advance, just later during its application, when the solution of a problem is derived from the theorem. -
Synthesis of concurrent programs
301-317Views:14Students need a well defined method to be successful in the complex process of writing a concurrent program. In this paper we show a step by step method to create such programs. The method based on UML which has been thought to students during previous courses. UML provides standard and relatively simple tools to describe concurrent systems, and from the description the program can be derived.
First we give a brief introduction to the concurrent systems. This is followed by the description of the method, and finally we demonstrate the method on a small problem. -
Motivating students with projects encompassing the whole duration of their studies
165-180Views:3Based on my ten years of teaching experience at the University of Debrecen, I can say that students majoring Software Information Technology BSc have to face a number of difficulties during their studies. I think these difficulties root from two main problems: students are unmotivated and cannot sense the coherence between the knowledge acquired in the various courses. This paper tries to give some alleviation to both of these problems by the idea of introducing some long-term projects to students, which they can work on throughout their studies, dealing with a particular aspect of the projects in each course. -
Nice tiling, nice geometry!?!
269-280Views:9The squared papers in our booklets, or the squared (maybe black and white) pavements in the streets arise an amusing problem: How to deform the side segments of the square pattern, so that the side lines further remain equal (congruent) to each other? More precisely, we require that each congruent transformation of the new pattern, mapping any deformed side segment onto another one, leaves the whole (infinitely extended) pattern invariant (unchanged).
It turns out that there are exactly 14 types of such edge-transitive (or so-called isotoxal) quadrangle tilings, sometimes with two different forms (e.g. black and white) of quadrangles (see Figure 2). Such a collection of tiling can be very nice, perhaps also useful for decorative pavements in streets, in flats, etc.
I shall sketch the solution of the problem that leads to fine (and important) mathematical concepts (as barycentric triangulation of a polygonal tiling, adjacency operations, adjacency matrix, symmetry group of a tiling, D-symbol, etc). All these can be discussed in an enjoyable way, e.g. in a special mathematical circle of a secondary school, or in more elementary form as visually attractive figures in a primary school as well.
My colleague, István Prok [11] developed an attractive computer program on the Euclidean plane crystallographic groups with a nice interactive play (for free download), see our Figures 3-5.
A complete classification of such Euclidean plane tilings (not only with quadrangles) can be interesting for university students as well, hopefully also for the Reader (Audience). This is why I shall give some references, where you find also other ones.
Further problems indicate the efficiency of this theory now. All these demonstrate the usual procedure of mathematics and the (teaching) methodology as well: We start with a concrete problem, then extend it further, step-by-step by creating new manipulations, concepts and methods. So we get a theory at certain abstraction level. Then newer problems arise, etc.
This paper is an extended version of the presentation and the conference paper [7]. The author thanks the Organizers, especially their head Professor Margita Pavlekovic for the invitation, support and for the kind atmosphere of the conference. -
Teaching correlation and regression in three European countries
161-183Views:65In this article, we compare the presence of correlation and regression analysis in secondary education of Ireland, the Netherlands and Luxembourg, through the analysis of final-exam tasks and curricula based on the Anthropological Theory of Didactics (ATD). It points out that the same topic can appear in different ways and extent in curricula, even if the mathematics teaching goals are similar. This article is a kind of introduction to the research that explores the possibilities for the appearance of these concepts in the Hungarian mathematics education. Therefore, in the second part of the article, Hungarian curricular goals are included, and it is shown which methodology of the three studied countries has the greatest curricular basis in Hungary.
Subject Classification: 97xxx
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Preliminary e ects of mathematics curriculum development for primary school student teachers in Sárospatak Comenius Campus
95-107Views:7Hungarian students' mathematics performance has been getting weaker in the past few years. A possible solution to stop this tendency is to develop curriculum. Therefore, Hungarian researchers have been refining a particular framework of curriculum development in primary school teacher training programmes. The national curriculum is designed on the assumption that learning can be broken into a sequence of levels and students can evenly succeed in gaining knowledge at successive levels. In this paper, we want to discuss how to reduce students' difficulties with different background to grow competence at successive levels. -
Teaching polygons in the secondary school: a four country comparative study
29-65Views:11This study presents the analysis of four sequences of videotaped lessons on polygons in lower secondary schools (grades 7 and 8) taught by four different teachers in four different countries (Belgium, Flanders, England, Hungary and Spain). Our study is a part of the METE project (Mathematics Educational Traditions in Europe). The aims and methodology of the project are described briefly in the introduction. In the next section of this paper we describe various perspectives on teaching and learning polygons which were derived from the literature, concerning the objectives, conceptual aspects and didactic tools of the topic. The next two sections introduce the main outcomes of our study, a quantitative analysis of the collected data and a qualitative description linked to the perspectives on teaching polygons. We conclude by discussing some principal ideas related to the theoretical and educational significance of this research work. -
Analogous programming with a template class library
135-152Views:21In this paper, a template class library and its usage can be read. The classes of the library contain the C++ code of the algorithm of programming theorems. This library supports the implementation of the programs that are planned by analogous programming but the primary aim of its usage is to introduce the object-oriented programming style to show how a reusable code can be written with inheritances, overriding virtual methods, composition of objectcs and template parameters. -
Teaching agile operation and leadership through linked university courses
1-32Views:91Agile software development methods, especially Scrum, are commonly used in software development companies. For this reason, our goal was that our undergraduate students gain experience as Scrum development team members and our master's students as agile leaders. To this end, we had redesigned and linked an undergraduate and a master's course, and launched the new course in the spring of 2021. The success of our approach was confirmed by a questionnaire survey of 86 undergraduate and 27 master's students. A/B testing was also performed. Our approach is a novelty compared to solutions where the Scrum Master is a course member, an instructor, or a university employee. In addition to being resource-efficient, it also offers master's students an unparalleled opportunity to develop agile leadership skills.
Subject Classification: 97U50
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On the psychology of mathematical problem solving by gifted students
289-301Views:11This paper examines the nature of mathematical problem solving from a psychological viewpoint as a sequence of mental steps. The scope is limited to solution processes for well defined problems, for instance, which occur at International Mathematical Olympiads. First the meta-mathematical background is outlined in order to present problem solving as a well defined search problem and hence as a discovery process. Solving problems is described as a sequence of elementary steps of the so called "relationship-vision" introduced here. Finally, non-procedural aspects of the psychology of problem solving are summarized, such as the role of persistence, teacher-pupil relationship, the amount of experience needed, self-confidence and inspiration at competitions. -
New style in teaching word processing
417-426Views:15Teaching word processing is confined to looking through some menus and showing some functions of a word processor program, although technology presents just a small part of forming layouts. This fact causes that people who are writing documents spend a lot of time by trying to form, e.g., title pages or inner pages.
The present paper deals with a design of an online course on word processing that fits better the needs of many users. The online course is designed for teaching (LA)TEX by leading the students to the technical issues of the typesetting system through layout and grammar rules: demonstrates the most important basic recommendations of typography and grammar rules through samples, and shows how to program the currently displayed layout in the (LA)TEX programming languages. This methodology suits better the common working habit, and can be a useful help in word processing documents. -
Longest runs in coin tossing. Teaching recursive formulae, asymptotic theorems and computer simulations
261-274Views:12The coin tossing experiment is studied, focusing on higher education. The length of the longest head run can be studied by asymptotic theorems ([3]), by recursive formulae ([10]) or by computer simulations . In this work we make a comparative analysis of recursive formulas, asymptotic results and Monte Carlo simulation for education. We compare the distribution of the longest head run and that of the longest run (i.e. the longest pure heads or pure tails) studying fair coin events. We present a method that helps to understand the concepts and techniques mentioned in the title, which can be a useful didactic tool for colleagues teaching in higher education. -
Categorising question question relationships in the Pósa method
91-100Views:59The doctoral research of the author – with a reverse didactic engineering (RDE) methodology – aims at reconstructing the theoretical background of the ‘intuitively developed’ Pósa method for inquiry-based learning mathematics (IBME) in Hungarian talent education. Preliminary results of the second step of this theorization is presented, which applies tools of the Anthropological Theory of the Didactic (ATD). A model is proposed for categorizing question-question relationship with 3 categories: helping question, follow-up question and question of a kernel. The first two of them are claimed to represent two types (relevant or not) of generating-derived questions relationship. The model is also a prospective tool for connected task- and curriculum design and analysis within IBME development.
Subject Classification: 97D20, 97D40, 97D50, 97E50, 97K30
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Live & Learn: When a wrong program works
195-208Views:6In this paper an interesting and surprising case study of my programming education practice is presented. This case underlines the importance of methods, standards and rules of thumb of the programming process. These elements of the programming technology can be taught well in education and they can guarantee the quality of the implemented programs. However the case described in this paper brings an anomaly when a programming standard is violated during the programming process and, although it should imply that the implemented program code works badly, the program works perfectly. This anomaly is caused by a typical implementation problem: the boundary and rules of the machine representation of numbers. This anomaly is going to be analyzed and the appropriate conclusions of our case study will be deducted. -
Kompetenzstreben und Kompetenzerwerb: Funktionale didaktische Fördermöglichkeiten durch Differenzierung und Individualisierung
1-52Views:13As a first glimpse of specific research endeavours the most important components of competence motivation are discussed in relation to didactical questions of gaining competence by inner differentiation and individualization: self-efficacy, optimal challenge, intrinsic motivation, exploration needs, internal attribution, self-determination motivation, defense of self-worth, self-concept, and achievement motivation. In this sense "competence" means ever changing standards of self-regulation of an individual interacting with the various cognitive and emotional demands of his/her environment.
In fulfilling these requirements a prototypical example of inner differentiation in mathematics instruction is given. This didactical elaboration is available as a selfinstructing unit in Hungarian and German language within the "Electronic periodical of the Department of Methodology of Mathematics" which can be reached under http://mathdid.inhun.com. -
Programming theorems on enumerator
89-108Views:11This paper deals with the examination of the programming patterns best known by programmers: the programming theorems. It is a significant issue that in what way these patterns can be formulated in order to solve a relatively broad spectrum of problems using a small number of patterns. In this paper, the well known programming theorems are applied to the processing of enumerators. To this end, the robustness of patterns gained this way will be presented, and it will be also pointed out how the programs thus constructed can be implemented in the modern object-oriented programming environments: in language C++, Java and C#. -
Young women's barriers to choose IT and methods to overcome them - A case study from Hungary
77-101Views:159Women's scarcity in the STEM, especially in the IT sector is pronouncedly evident. Young women are obstructed from entering and remaining in IT by a broad range of social, educational, and labor market factors. In our paper, we would like to analyze the main barriers girls face in choosing IT, while also proposing potential methods to help them overcome these obstacles. In the second part of the paper, we will present a case study to illustrate in detail how the combination of the above methods can be put into practice to address and tackle the complex set of barriers girls face. We will first introduce a Hungarian annual program, Girls' Day ("Lányok napja"), specifically aimed to promote STEM to girls, then we will present two specific events organized for the 2020 edition of the program and designed with the above principles in mind. The interactive presentation, exposing girls to female role models of the field in a gamified way, and a game development exercise, building Scratch programming skills, have attempted to provide young women both with positive perspectives and experiences in IT, which are instrumental in helping them to surmount entrenched obstacles and raise their interest in the field.
Subject Classification: 97P10, 97U30
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Mechanisms for teaching introductory programming using active learning
407-421Views:12One of the requirements of teaching introductory programming to students whose branch of learning is engineering or science is bridging the gap between in-class lectures and real-world applications. Traditional passive approaches to lecturing often focus on the syntax of a language with little or no discussion of the process involved in using the language to design algorithms to solve real-world problems. One way of overcoming the limitations of traditional lecturing is by tailoring lectures towards becoming more student-oriented, a pedagogical methodology known as active learning. This paper explores mechanisms for implementing active learning in introductory programming courses in computer science. -
Cognitive conflict as a tool of overcoming obstacles in understanding infinity
279-295Views:6This paper, based on current research, is devoted to obstacles that appear in the process of understanding the concept of infinity. In its introductory part the fundamental types of epistemology obstacles are formulated. The cognitive conflict and its role in overcoming these obstacles are analysed in the following section of this research. Finally, the authors focus on research methodology and the results of the three-year research project. The problems are illustrated by means of real experimental interviews. -
Integrating Didactic Games in Higher Education: Benefits and Challenges
1-15Views:368In our paper, we study the reasons for the introduction of didactic games and the way of their application in higher education, especially in teaching mathematics. After describing the main characteristics and needs of Generation Z students, we outline the advantages and drawbacks of gamification and game-based learning, followed by some new aspects to their classification. The idea of device-based grouping arose because the most commonly used methods require IC tools. Gen Zs naturally accept gamified learning materials available on digital and mobile platforms, but we must not forget about traditional games either. In higher education, especially in the case of small-group teaching there should also be room for traditional, specialized didactic games, of which we focus on the benefits of card games.
Subject Classification: 97C70, 97D20, 97D40, 97U70
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Development of spatial perception in high school with GeoGebra
211-230Views:21In everyday life, on numerous occasions we need to project 3D space onto a plane in order to activate our spatial perception. While our ability in this area can be improved, and considering several national and international research results, the development is even necessary on all levels of education. GeoGebra, as a supplement to previously used tools, has proven to be very useful respective to the development. We have many possibilities to display spatial elements in GeoGebra and to apply such kind of worksheets among 15-18 year old students. I show the results of the 2011/2012 school years connected to the development of spatial perception and the results of an input case survey, which also justifies the need for development.