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• Metadata and education

  325-343

  Erzsébet Forczek

  Views:

  36

  This article is a (possible) conceptual educational model, which introduces data representation, information storage and retrieval possibilities on the Web in a way analogous to the levels of organization of metadata.
  The model uses the traditional library and information systems as a starting point, referring to the levels and types of information organization, and describes directions of its development. General acquaintance with the dominant organizational levels and types helps to understand the information organization on the internet, the coexistence of both structured and unstructured elements, the closedness and deficiencies of the content of information, and also helps to find possible ways of correcting these deficiencies. One of the main advantages of model-driven approaches is that they, by using the well-known classical systems, make tangible the development of physical and content data organization types and levels of organization of information for medical students that usually do not possess informatics knowledge.
  The conceptual model presented in details in the article can provide a basis for a general introduction to metadata and to develop curricula equally appropriate for traditional face to face classes, trainings and online courses.

• Some logical issues in discrete mathematics and algorithmic thinking

  243-258

  Viviane Durand-Guerrier

  Views:

  98

  The role of logic in mathematics education has been widely discussed from the seventies and eighties during the “modern maths period” till now, and remains still a rather controversial issue in the international community. Nevertheless, the relevance of discrete mathematics and algorithmic thinking for the development of heuristic and logical competences is both one of the main points of the program of Tamás Varga, and of some didactic teams in France. In this paper, we first present the semantic perspective in mathematics education and the role of logic in the Hungarian tradition. Then, we present insights on the role of research problems in the French tradition. Finely, we raise some didactical issues in algorithmic thinking at the interface of mathematics and computer science.

  Subject Classification: 97E30