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• Rational errors in learning fractions among 5th grade students

  347-358

  Tímea Karika

  Views:

  60

  Our paper focuses on empirical research in which we map out the errors in learning fractions. Errors are often logically consistent and rule-based rather than being random. When people face solving an unfamiliar problem, they usually construct rules or strategies in order to solve it (Van Lehn, 1983). These strategies tend to be systematic, often make ‘sense’ to the people who created them but often lead to incorrect solutions (Ben-Zeev, 1996). These mistakes were named rational errors by Ben-Zeev (1996). The research aims to show that when learning fractions, students produce such errors, identified in the literature, and that students who make these kinds of mistakes achieve low results in mathematics tests. The research was done among 5th-grade students.

  Subject Classification: 97C10, 97C30, 97C70, 97D60, 97D70, 97F50

• Engineering and Economic Mathematics for Engineering Management Students

  35-50

  Kornélia Éva Dékány

  Views:

  11

  In this article we describe the first part of a case study, which was made with 48 Engineering Management students. The participants of the case study were MSc level students at the Szent István University, Gödöllő. 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-efficacy, 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. As an example we introduce one of the knowledge tests connected with the first half of the course about linear programming and graph theory. We detail its didactical background and show the results of the students.