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• Lehre der Trigonometrie anhand realistischer Aufgaben im Online-Unterricht

  87-105

  Kornélia Ficzere

  Ágota Figula

  Carolin Hannusch

  Emese Kása

  Views:

  110

  The aim of our study was to explore the effects of the active use of realistic exercises in the field of trigonometry. We taught a group of 14 pupils, who were in grade 11. The most of them told us they did not plan mathematics-related studies in the future. We included realistic exercises into our teaching plan, which covered the fields of scalar product, as well as the sine and cosine theorems. Our teaching experiment was done within the framework of online teaching. Effects on the motivation, performance and results of the students were taken into consideration. We also attempted to examine the effects of online teaching on motivation and whether the use of realistic exercises is worthwhile in an online classroom environment. Performance of the students showed a tendency of improvement when they were dealing with the material through realistic exercises even despite the teaching happened online.

  Subject Classification: 97C70, 97D40, 97G60

• A differentiated e-learning teaching program in mathematics

  299-308

  Nam Nguyen-Danh

  Trung Tran

  Views:

  48

  The intelligent online interactions between students and teacher are still not assured because of the fact that a learning management system could not play the role of a teacher in producing a chain of deduction. Furthermore, managing a course in existing e-learning systems has not yet guaranteed the differentiated teaching because it does not enable students to appropriately learn at their corresponding levels. In this paper, we would like to introduce a differentiated e-learning course in Vietnam. We also present some designing principles for such courses and propose some typical situations in teaching mathematics aimed at helping high school students individualize their online learning in mathematics.

• Application of computer algebra systems in automatic assessment of math skills

  395-408

  Przemyslaw Kajetanowicz

  Jedrzej Wierzejewski

  Views:

  39

  Mathematics is one of those areas of education, where the student's progress is measured almost solely by testing his or her ability of problem solving. It has been two years now that the authors develop and use Web-based math courses where the assessment of student's progress is fully automatic. More than 150 types of problems in linear algebra and calculus have been implemented in the form of Java-driven tests. Those tests that involve symbolic computations are linked with Mathematica computational kernel through the Jlink mechanism. An individual test features random generation of an unlimited number of problems of a given type with difficulty level being controlled flat design time. Each test incorporates the evaluation of the student's solution. Various methods of grading can be set at design time, depending on the particular purpose that a test is used for (self-assessment or administrative exam). Each test is equipped with the correct solution presentation on demand. In those problems that involve a considerable amount of computational effort (e.g. Gauss elimination), additional special tools are offered in a test window so that the student can concentrate on the method of solution rather than on arithmetic computations. (Another obvious benefit is that the student is thus protected from the risk of frustrating computational errors). Individual tests can be combined into comprehensive exams whose parameters can be set up at design time (e.g., number of problems, difficulty level, grading system, time allowed for solution). The results of an exam can be automatically stored in a database with all authentication and security requirements satisfied.

• Experiences in the education of mathematics during the digital curriculum from the perspective of high school students

  111-128

  József Kosztolányi

  Gábor Torma

  Views:

  177

  Due to the COVID-19 epidemic, Hungarian schools had to switch to a digital curriculum for an extended period between 2019 and 2021. In this article, we report on the experiences regarding the education of mathematics during the digital curriculum in the light of the reinstated on-site education, all through the eyes of high school students. Distance education brought pedagogical renewal to the lives of many groups. Students were asked about the positives and negatives of this situation.

  Subject Classification: 97C90

• Mobile devices in Hungarian university statistical education

  19-48

  Ibolya Veress-Bágyi

  Views:

  78

  The methodological renewal of university statistics education has been continuous for the last 30 years. During this time, the involvement of technology tools in learning statistics played an important role. In the Introduction, we emphasize the importance of using technological tools in learning statistics, also referring to international research. After that, we firstly examine the methodological development of university statistical education over the past three decades. To do this, we analyze the writings of statistics teachers teaching at various universities in the country. To assess the use of innovative tools, in the second half of the study, we briefly present an online questionnaire survey of students in tertiary economics and an interview survey conducted with statistics teachers.

  Subject Classification: 97-01, 97U70, 87K80