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• Visualisation in geometry education as a tool for teaching with better understanding

  337-346

  Ján Gunčaga

  László Budai

  Tibor Kenderessy

  Views:

  164

  In primary and secondary geometry education, some problems exist with pupils’ space thinking and understanding of geometric notions. Visualisation plays an important role in geometry education, and the development of pupils’ visualisation skills can support their spatial imagination. The authors present their own thoughts on the potential of including visualisation in geometry education, based on the analysis of the Hungarian National Core Curriculum and Slovak National Curriculum. Tasks for visualisation are also found in international studies, for example the Programme for International Student Assessment (PISA). Augmented reality (AR) and other information and communication technology (ICT) tools bring new possibilities to develop geometric thinking and space imagination, and they also support mathematics education with better understanding.

  Subject Classification: 97U10, 97G10

• Teaching undergraduate mathematics - a problem solving course for first year

  183-206

  Eng Guan Tay

  Kok Ming Teo

  Tin Lam Toh

  Pee Choon Toh

  Weng Kin Ho

  Khiok Seng Quek

  Yew Hoong Leong

  Views:

  102

  In this paper we describe a problem solving course for first year undergraduate mathematics students who would be future school teachers.

  Subject Classification: 97B50, 97B70, 97D50, 97D60, 97F60, 97U30

• Preliminary e ects of mathematics curriculum development for primary school student teachers in Sárospatak Comenius Campus

  95-107

  Erika Gyöngyösi-Wiersum

  Views:

  30

  Hungarian 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.

• The transition problem in Hungary: curricular approach

  1-16

  Éva Erdélyi

  András Dukán

  Csaba Szabó

  Views:

  120

  The curricular background of the transition problem from highschool to universty is analysed in Hungary. While students finish their mathematical studies successfully at highschool, pass their final exams, this knowledge seems to disappear at their first year at university. We investigate the mathematical knowledge expected by the Hungarian universities and compare it to expectations of the National Core Curriculum. Based on the levelling tests of four universities we created a seven problem test for highschool students containing very basic problems required both by the universities and the National Core Curriculum. We analyse the results of the test.

  Subject Classification: D34, D35

• Number theory vs. Hungarian highschool textbooks: √2 is irrational

  139-152

  Petra Csányi

  Kata Fábián

  Csaba Szabó

  Zsanett Szabó

  Éva Vásárhelyi

  Views:

  26

  According to the Hungarian National Curriculum the proof of the irrationality of √2 is considered in grade 10. We analyze the standard proofs from the textbooks and give some mathematical arguments that those reasonings are neither appropriate nor sufficient. We suggest that the proof should involve the fundamental theorem of arithmetic.

• Informatics as a particular field of education

  283-294

  Péter Szlávi

  László Zsakó

  Views:

  35

  Informatics education can be discussed at various levels. There is informatics education at the university, there is professional informatics training and there is public informatics education. In the following article we are going to deal with the latter, that is we are going to discuss what areas of informatics should be introduced to students within the frame of the informatics subject in primary and secondary education.
  Knowledge in connection with informatics can be grouped from different points of view. We consider the following points to be acceptable: according to scopes of knowledge. [1, 2]

• Computer cooking vs. problem solving

  35-58

  Mária Csernoch

  Tímea Nagy

  Júlia Csernoch

  Views:

  66

  Computer cooking is a task-related phenomenon where students (end-users) must blindly follow a long list of orders without any connection to the content of the problem, if there is any. Despite its low efficacy, this method is widely used and accepted in informatics both in the learning-teaching process and testing. The National Base Curriculum 2020 in Hungary is in complete accordance with the ‘Informatics Reference Framework for Schools’, but the course books hardly use the latest results of computer education research. The present paper provides examples of how the results of computer education research can be integrated into teaching-learning materials and classroom practices and discusses the effectiveness and consequences of the different solutions, where tool-centred approaches are compared to problem-focused solutions.

  Subject Classification: 94-01