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https://hdl.handle.net/2437/370


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Böngészés

Folyóiratok Szerző szerinti böngészés ", Éva"

Megjelenítve 1 - 3 (Összesen 3)
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    Bemerkungen zur Prototypentheorie – Begriffs - und Konzeptbildung
    (2006-12-01) , Éva
    Psychological theories of prototypes are put forward by mathematical modelling. Some didactical consequences are discussed on the background of this analysis. By the help of an example (classification of convex quadrangles) hints are given for didactical interpretations of actual models of cognitive psychology dealing with problems of constructing prototypes.
  • Nincs kép
    TételSzabadon hozzáférhető
    Experimentieren um einen Satz zu finden - vollständig separierbare Mosaike auf der Kugel und ihre Anwendungen
    (2003-12-01) , Éva
    This paper reports a case-study which took place within the project named "Inner differentiation and individualization by creating prototypes and analogies under consideration of motivational constraints (taking into account computer-based teaching and learning)" as a part of a pre-service teacher training at the University of Salzburg (Herber, H.-J. & Vásárhelyi, É.). The goal of the experiment was to help students to learn the fundamental concepts and basic constructions of spherical geometry using the Lénárt Sphere (a transparent plastic ball with construction-tools) and some self-made interactive worksheets with the Windows version of the dynamical geometry software Cabri.
  • Nincs kép
    TételSzabadon hozzáférhető
    Kompetenzstreben und Kompetenzerwerb
    (2006-06-01) , Hans-Jörg; , Éva
    As a first glimpse of specific research endeavours the most important components of competence motivation are discussed in relation to didactical questions of gaining competence by inner differentiation and individualization: self-efficacy, optimal challenge, intrinsic motivation, exploration needs, internal attribution, self-determination motivation, defense of self-worth, self-concept, and achievement motivation. In this sense "competence" means ever changing standards of self-regulation of an individual interacting with the various cognitive and emotional demands of his/her environment. In fulfilling these requirements a prototypical example of inner differentiation in mathematics instruction is given. This didactical elaboration is available as a selfinstructing unit in Hungarian and German language within the "Electronic periodical of the Department of Methodology of Mathematics" which can be reached under http://mathdid.inhun.com.