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• Methodological questions of digital teaching material development made in the subject of mathematics

  25-41

  András Lénárd

  Judit Szitányi

  Views:

  13

  In the methodology of mathematics teaching, the selection and the manner of using applicable digital teaching materials appeared as a new element. As the number of digital teaching materials applicable in education is constantly increasing, their purposeful use is rarely discussed. In what areas digital teaching materials can be used in mathematics? What are the problems for which they could provide a solution? Shall we use them besides traditional solutions, or instead?
  The authors of this article have had the opportunity to participate in projects aiming to develop digital learning materials on various occasions. During the implementation of the projects, they needed to make methodological compromises at various points.
  In our article, we are seeking a more emphatic use of methodology belonging to digital teaching materials, drawing on the experiences of three implemented projects. Our aim is to draw the attention to the anomalies we found in the implementation of the projects, which must be taken into consideration in new developments already at the planning stage.

• Experiences using CAS and multimedia int teaching vectorcalculus

  363-382

  Ildikó Perjési-Hámori

  Views:

  8

  The development of informatics brings new opportunities that need reevaluating of the teaching concepts. For this reason we have performed a comprehensive educational development for engineering students. Our main goals were to work out a new educational strategy, to develop the needed package of the subject material, to introduce the strategy in the practice, to analyze and evaluate the experiences. In the developed and adapted teaching-learning strategy the teacher is the organizer, designer and the manager of the process. In this paper we summarize the concepts, the results and experiences of the 3-years-long development.

• Teaching geometry using computer visualizations

  259-277

  Elvira Ripco Sipos

  Views:

  6

  In this work we study the development of students' creativity using computer-aided-teaching during IT classroom. Teaching geometry in Bolyai Grammar School specialized natural science classes is not an easy task. Here is introduced a new didactic means of teaching geometry which nevertheless requires the same effort to understand the material, but uses a different more active method to familiarize students with the topics. Traditional methods, and the use of compasses and rulers are not omitted either, as they develop the students' motor skills.

• Teaching puzzle-based learning: development of transferable skills

  245-268

  Nickolas Falkner

  Raja Sooriamurthi

  Zbigniew Michalewicz

  Views:

  8

  While computer science and engineering students are trained to recognise familiar problems with known solutions, they may not be sufficiently prepared to address novel real-world problems. A successful computer science graduate does far more than just program and we must train our students to reach the required levels of analytical and computational thinking, rather than hoping that it will just 'develop'. As a step in this direction, we have created and experimented with a new first-year level course, Puzzle-based Learning (PBL), that is aimed at getting students to think about how to frame and solve unstructured problems. The pedagogical goal is increase students' mathematical awareness and general problem solving skills by employing puzzles, which are educational, engaging, and thought provoking. In this paper we continue sharing our experiences in teaching such a course. Whereas a brief discussion on our pedagogical objectives were covered in the first paper together with the material of the first of two lectures on pattern recognition, this follow-up paper presents the material of the second of two lectures, in which additional exercises are discussed to reinforce the lesson. Along the way we provide a glimpse of some foundational ideas of computer science such as incomputability and general system development strategies such as incremental and iterative reasoning. This paper discusses the outcomes of PBL courses, which include expected improvement in the overall results achieved by students who have undertaken PBL courses, compared to those students who have not.

• The application of modelling tasks in the classroom – why and how? with reflections on an EU teacher training course

  231-244

  Gabriella Ambrus

  Ödön Vancsó

  Balázs Koren

  Views:

  8

  The aim of the article is to present the concept of mathematical modelling in the classroom. LEMA (Learning and Education in and through Modelling and Applications) was an EU Comenius funded project in which mathematics educators from six countries worked to produce materials to support teachers' professional development. A group of voluntary Hungarian mathematics teachers were taught modelling for a year and we were and still are given feedback continously. The article leads us from the general concept of mathematical modelling to its practice in the classroom. It presents difficulties that teachers have to face when doing modelling lessons and their students' reactions are also mentioned. We present sample tasks from the material of the teacher training course as well as tasks that were created by the participants.

• Teaching puzzle-based learning: development of basic concepts

  183-204

  Nickolas Falkner

  Raja Sooriamurthi

  Zbigniew Michalewicz

  Views:

  2

  While computer science and engineering students are trained to recognise familiar problems with known solutions, they may not be sufficiently prepared to address novel real-world problems. A successful computer science graduate does far more than just program and we must train our students to reach the required levels of analytical and computational thinking, rather than hoping that it will just 'develop'. As a step in this direction, we have created and experimented with a new first-year level course, Puzzle-based Learning (PBL), that is aimed at getting students to think about how to frame and solve unstructured problems. The pedagogical goal is increase students' mathematical awareness and general problem solving skills by employing puzzles, which are educational, engaging, and thought provoking. We share our experiences in teaching such a course – apart from a brief discussion on our pedagogical objectives, we concentrate on discussing the presented material which covers (in two lectures) just one selected topic (pattern recognition). In this paper we present the ideas behind foundations for PBL and the material of the first of two lectures on pattern recognition, in which we address core concepts and provide students with sufficient exemplars to illustrate the main points.