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• Kompetenzstreben und Kompetenzerwerb: Funktionale didaktische Fördermöglichkeiten durch Differenzierung und Individualisierung

  1-52

  Hans-Jörg Herber

  Éva Vásárhelyi

  Views:

  31

  As 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.

• The time spent on board games pays off: links between board game playing and competency motivation

  119-131

  András Ferenc Dukán

  Katalin Fried

  Csaba Szabó

  Views:

  125

  The impact playing has on the development of thinking is an important topic of psychology of learning, brain research and mathematics didactics.
  Our research is also connected to the aforementioned topic. We investigated the effects of playing board games on competence motivation and the development of mathematical competencies.
  In this paper, we present the results of an experiment carried out in a secondary school class.
  The experimental group spent one of three weekly mathematics lessons playing board games.
  Apart from the several advantages of playing games in general, we can conclude that, based on the results of the national competence measurement, the mathematical competence of the students developed properly.
  The readiness and the progress of the pupils were compared on the basis of input and output tests and an initial knowledge measurement and, at the same time, we compared their level of mathematical competence with the results of the national competence
  measurement.

  Subject Classification: 97C70, 97D40

• Analysis of the affective factors of learning mathematics among teacher trainees

  225-254

  Erzsébet Zsinkó

  Views:

  32

  The Hungarian National Core Curricula gives primacy to the development of abilities and the practical application of knowledge. The task of the training programme is primarily to prepare teacher trainees for the teaching and educating profession. As teachers, they are going to plan, organize, help, guide, control and evaluate the learning of mathematics of individuals and groups of students from the age of 6 to 10 (12), and cultivate their mathematical skills, thinking and positive attitude towards any mathematical activities. In order to train educators who are able to meet the above requirements on high standard, it is necessary to update the teacher training programme based on the trainees' preliminary knowledge and motivation level.
  The key to learn about the child's mind and achieve conscious development is the systematization of factual knowledge and methodological awareness. The modern, flexible approach to subject pedagogy, based on pedagogy, psychology and epistemology, qualifies trainees to educate learners who understand and like mathematics. Therefore, it is essential to develop the trainees' positive approach to mathematics and arouse their demand for continuous professional improvement. (Programme of the four-year primary school teacher training, 1995.)
  In our research we are looking for ways of ascertaining the starting parameters which have influence on the planning of the studies of mathematics and subject pedagogy. In this article we introduce a questionnaire by the means of which we collected information on the trainees' attitude and its changing towards mathematics. With the help of the analysis of the answers we paint a picture of the ELTE TÓFK (Eötvös Loránd University, Faculty of Elementary and Nursery School Teacher's Training) third year students' attitude to the subject, and we compare it to the tendencies noticed in the mass education. The energy invested in learning is influenced by the assumption of the relevance and importance of the subjects. Therefore we considered it also our task to reveal. Besides the students' attitude toward mathematics and their assumption about their own competence we have collected data also on their performance in the subject. Summarising the research results we show the advantages of the questionnaire, and summarise the observations which would indicate need for methodological changes in the mathematics teacher training.