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• Lehre der Trigonometrie anhand realistischer Aufgaben im Online-Unterricht

  87-105

  Kornélia Ficzere

  Ágota Figula

  Carolin Hannusch

  Emese Kása

  Views:

  87

  The aim of our study was to explore the effects of the active use of realistic exercises in the field of trigonometry. We taught a group of 14 pupils, who were in grade 11. The most of them told us they did not plan mathematics-related studies in the future. We included realistic exercises into our teaching plan, which covered the fields of scalar product, as well as the sine and cosine theorems. Our teaching experiment was done within the framework of online teaching. Effects on the motivation, performance and results of the students were taken into consideration. We also attempted to examine the effects of online teaching on motivation and whether the use of realistic exercises is worthwhile in an online classroom environment. Performance of the students showed a tendency of improvement when they were dealing with the material through realistic exercises even despite the teaching happened online.

  Subject Classification: 97C70, 97D40, 97G60

• Online tests in comprehensive exams – during and after the pandemic

  77-93

  Adrienn Vámosiné Varga

  Views:

  10

  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

• Experiences in the education of mathematics during the digital curriculum from the perspective of high school students

  111-128

  József Kosztolányi

  Gábor Torma

  Views:

  136

  Due to the COVID-19 epidemic, Hungarian schools had to switch to a digital curriculum for an extended period between 2019 and 2021. In this article, we report on the experiences regarding the education of mathematics during the digital curriculum in the light of the reinstated on-site education, all through the eyes of high school students. Distance education brought pedagogical renewal to the lives of many groups. Students were asked about the positives and negatives of this situation.

  Subject Classification: 97C90

• Mobile devices in Hungarian university statistical education

  19-48

  Ibolya Veress-Bágyi

  Views:

  57

  The methodological renewal of university statistics education has been continuous for the last 30 years. During this time, the involvement of technology tools in learning statistics played an important role. In the Introduction, we emphasize the importance of using technological tools in learning statistics, also referring to international research. After that, we firstly examine the methodological development of university statistical education over the past three decades. To do this, we analyze the writings of statistics teachers teaching at various universities in the country. To assess the use of innovative tools, in the second half of the study, we briefly present an online questionnaire survey of students in tertiary economics and an interview survey conducted with statistics teachers.

  Subject Classification: 97-01, 97U70, 87K80