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Inquiry based mathematics education and the development of learning trajectories
63-89Views:746This article is based on the panel on inquiry based mathematics education and the development of learning trajectories held at the VARGA 100 Conference. After an introduction presenting the theme and organization of the panel, this article focuses on the diversity of conceptualizations of inquiry based education existing today in mathematics education and their influence on the vision and development of learning trajectories. More precisely, it considers the conceptualizations respectively associated with Realistic Mathematics Education, Genetic Constructivism, Tamás Varga’s educational approach and the Anthropological Theory of the Didactic, presented by the panellists, and also shows the efforts undertaken in European projects to reach consensusal visions.
Subject Classification: 97C30Q, 97D10, 97D20, 97D30, 97D40, 97D50
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Comments on the remaining velocity project with reports of school-experiments
117-133Views:4The aim of this article is to introduce different possible solutions to the exercise referring to the calculation of "remaining velocity". We explain the possible approaches to the problem with the help of either using the tools of mathematics or other subjects. During the past few years, we have made Hungarian and Slovakian secondary school students solve the exercise, choosing from both children of average and of high abilities. The experince has shown that very few students were able to solve the problem by themselves, but with the help of their teachers, the exercise and the solution has been an eye-opener experience to all of them. A lot of students were even considering to drive more carefully in the future after getting their driving licenses. -
Comparison of teaching exponential and logarithmic functions based on mathematics textbook analysis
297-318Views:8Exponential and logarithmic functions are key mathematical concepts that play central roles in advanced mathematics. Unfortunately these are also concepts that give students serious difficulties. In this paper I would like to give an overview – based on textbook analysis – about the Hungarian, Austrian and Dutch situation of teaching exponential and logarithmic functions. This comparison could also provide some ideas for Hungarian teachers on how to embed this topic in their practice in another more "realistic" way. -
Ein anderer Weg bei dem Logarithmusunterricht: Ein entwickelndes Unterrichtsexperiment
1-16Views:9In my developmental experiment I tried to fusion the expectations of the Hungarian education and the realistic mathematics education. The duration of this experiment was 33 lectures long. In this article I try to show how were introduced the definition, the rules of logarithm with real life problems and the outcome of the experiment. -
Online tests in Comprehensive Exams – during and after the pandemic
77-93Views:52The 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