MIDK 2024 EN
| Csaba Csíkos, Professor - Institute of Education, University of Szeged, Szeged, Hungary |
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In this presentation, an overview will be given about the most important research findings of the last decades concerning what kinds of drawings (and how) can help students solve mathematical word problems. Is there an inherent positive effect if students regularly make drawings during word problem solving? Which types of drawings are helpful, and what kind of hindrances may they cause if the drawing itself is part of the word problem? Do the students even look at the drawing given for a word problem? Besides already published works, our latest findings will have been presented. These new findings have been achieved in collaboration with excellent colleagues Judit Szabóné Szitányi, Ildikó Bereczki, Fanni Biró, and Nikolett Turzó-Sovák. We report on the action research that took place in the Pólya György Elementary School in Tatabánya. We will show what factor may influence our students’ success on a PISA task, and an emphasis will be placed on the question of how teachers could well support their students’ development. The take-home message of the lecture would be as follows. It is worth talking to students about the different drawings that can be made for word problems. These drawings can be varied according to the student and task characteristics, but based on our results, it is good if drawings are made. |
| Antonín Jančařík - associate professor, Charles University, Faculty of Education, Department of Mathematics and Mathematical Education, coordinator of Subject Specific Educational Research at Charles University, Prague, Czech Republic |
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The presentation aims to share an experience - an example of good practice - in teaching future mathematics and computer science teachers and related research in the mathematics education and mathematics. Teaching Catalan numbers were prepared and then implemented in collaboration with Janka Medova from the Constantine the Philosopher University in Nitra. This cooperation included teaching part of the lessons in tandem at both universities. The objectives of the teaching, its course, analyses of the student's results, and new mathematical results that the teaching organized in this way helped to achieve will be presented in the talk. |
| Zoltán Kovács, Associate Professor - Eszterházy Károly Catholic University, Institute of Mathematics and Informatics, Eger, Hungary |
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The relationships between humans, mathematical problem-solving, and technology will be discussed in this talk. Technology is part of the problem-solving toolset. Many scholars suggest using action technologies like dynamic geometry or symbolic computation tools as heuristics. The students' belief that "everything is on the internet" is often validated, as a quick search may solve many problems. Nowadays, we must be ready for AI. This shifting environment creates questions regarding maths teaching. One is how technology affects our teaching problem sets. In this presentation, we argue for the need for math problems where technology is allowed and even suggested but does not yet give answers. How well schools are prepared for technology-enhanced problem-solving is another topic. In 2023, we surveyed Hungarian mathematics teachers to determine their technology-use habits and what factors influence the application of interactive action technologies in school practice. About 25% of our non-representative sample of 349 teachers use action technologies frequently, but they perceive them mostly as tools for checking the result rather than agents in the whole problem-solving process. According to our research, teachers' beliefs about mathematics education and technology use impact their digital tool use habits more than their digital competence or pedagogical literacy. |
| Viktor Vígh - Associate Professor - University of Szeged, Bolyai Institute, Szeged, Hungary |
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In this talk we will focus on mechanical puzzles where the task involves solving some form of thought-provoking challenge for which we provide a tool ("toy"), and it is essential that they can be played alone. Widely known examples are tangrams, Towers of Hanoi, chinese rings, the fifteen puzzle, or the worldwide famous Rubik's Cube. Many of these games, besides naturally enhancing spatial awareness and logical thinking, have mathematical backgrounds and are excellent for introducing mathematical concepts or solution methods. In the presentation, we will provide an overview of these connections and show some possible research directions as well.
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