Szerző szerinti böngészés ", Gabriella"

Megjelenítve 1 - 3 (Összesen 3)
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    TételSzabadon hozzáférhető
    Analyse von Lösungswegen und Erweiterungsmöglichkeiten eines Problems für die Klassen 7–11
    (2007-06-01) , Gabriella
    Making several solutions for a problem i.e. the generalization, or the extension of a problem is common in the Hungarian mathematics education. But the analysis of a problem is unusual where the connection between the mathematical content of the task and of its different formulations is examined, solutions from different fields of mathematics are presented regarding the knowledge of different age groups, the problem is generalized in different directions, and several tools (traditional and electronic) for solutions and generalizations are presented. This kind of problem analysis makes it viable that during the solution/elaboration several kinds of mathematical knowledge and activities are recalled and connected, facilitating their use inside and outside of mathematics. However, an analysis like this is not unfamiliar to the traditions of the Hungarian problem solving education – because it also aims at elaborating a problem – but from several points of view. In this study, a geometric task is analysed in such a way.
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    TételSzabadon hozzáférhető
    Fehleranalyse beim Lösen von offenen Aufgaben Ergebnisse einer empirischen Studie in der Grundschule
    (2016-06-01) , Gabriella; , Kinga
    Open problems play a key role in mathematics education, also in primary school. However, children in primary school work in many relations in a different way from learner in secondary school. Therefore, the (possibly) first confrontation with an open task could be problematical. Within the framework of an international paper and pencil test it was examined how far children of primary school notice the openness of a task and which mistakes they do during working on that task. In particularly are meant by openness different interpretations of the task, which all lead to a set of numbers with more than one element as a result. For evaluation, a common classification system was adapted by slightly modification of the original system.
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    TételSzabadon hozzáférhető
    Ist eine schnelle tiefgehende (und nachhaltige) Änderung in der Vorstellung von Mathematiklehrern möglich? - Reflexion der Erfahrungen eines Fortbildungskurses im Bereich der mathematischen Modellierung
    (2015-06-01) , Gabriella; , Ödön
    Based on the material which was worked out within the project LEMA (2006-2009) pilot-teacher training courses were organized in the six partner countries, so in Hungary as well in the subject: Practice of Modelling tasks in the classroom. According to the tests which were filled out by the participants the conclusion was formulated that they achieved some changes in their pedagogical knowledge and in their estimation concerning their self-efficacy, but they didn't have shown any changes in their beliefs of mathematics and mathematics education. However according to their experience as project partners and leaders of the Hungarian course the authors have the idea that despite of the international results there are changes in this subject in the case of the Hungarian participants. This way can formulated the question: Which changes can be observed in the case of the participants concerning belief towards mathematics and mathematics education after the course and how long-lasting these changes are? The question is examined on the example of two teachers who were participants of the course.