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1
Content available e-Technologie na Konferencji – Studenci Studentom
Gwóźdź-Łukawska Gertruda, Potyrała Monika
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
|
2019
|
Nr 65
29--34
PL
Dnia 16 kwietnia 2019 roku został zrealizowany pomysł, który zrodził się dwa lata temu. Po raz pierwszy na Wydziale Elektrotechniki, Elektroniki, Informatyki i Automatyki (WEEIA) Politechniki Łódzkiej odbyła się konferencja zastosowań matematyki MathUp. Studenci drugiego i trzeciego roku prezentowali studentom pierwszego roku do czego przydaje się matematyka. Dzięki przychylności władz wydziału konferencja miała profesjonalną oprawę z nagrodą główną (Pucharem Dziekana) i przerwami kawowymi dla uczestników. Aula była wypełniona do ostatniego miejsca. Nieocenioną pomocą w organizacji Konferencji okazały się e-technologie.
EN
On April 16th 2019, an idea that had sprouted in our heads for a long time was realized. For the first time at the Faculty of Electrical, Electronic, Computer and Control Engineering of the Lodz University of Technology, the mathematics applications Conference MathUp was held. Students of the second and third year presented to students of the first year what mathematics is useful for. Thanks to the favor of the faculty, the Conference had a professional setting with the main prize (Dean's Cup) and coffee breaks for the participants. The lecture hall was full. The Conference was attended by the faculty authorities, over 200 students, over 20 speakers, over a dozen or so organizers. Almost 100 participants completed the survey, 82% thought that the presentations were interesting, illustrating the applications of mathematics well, only for 5% of the application of mathematics did not become more interesting. This shows that events promoting maths have meaning and an event organized by students for students can be successful.
2
Content available The method of flipped classroom - case study
Kusztelak G., Krawczyk-Stańdo D., Stańdo J.
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
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2014
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Nr 37
99--103
EN
Within the project of "Supporting teaching mathematics at the Technical School based on modern information technology", which is carried out in cooperation between Gromar Company and Lodz University of Technology, we have produced training materials in Mathematics. In this article we will present the possibility of how to use the training in the flipped method. We will also present the case study of the training module "Quadratic inequalities".
PL
W ramach projektu „Wspomaganie nauczania matematyki w Technikum w oparciu o nowoczesne technologie informacyjne” realizowanego w partnerstwie przez firmę Gromar i Politechnikę Łódzką zostały wytworzone materiały szkoleniowe z matematyki. W artykule przedstawiamy możliwość wykorzystania szkoleń do metody odwróconej klasy. Idea odwróconej klasy polega na tym, że uczniowie uczą się samodzielnie z materiałów multimedialnych wskazanych przez nauczyciela. Podczas zajęć uczniowie uzyskują od nauczyciela odpowiedzi na wszystkie pytania. Jeśli jest taka możliwość, to warto, aby uczeń dodatkowo podczas samodzielnej pracy miał możliwość asynchronicznej komunikacji z wykładowcą. Oczywiście, powodzenie procesu nauczania z zastosowaniem metody odwróconej klasy zależy przede wszystkim od dużego zaangażowania się uczniów. Multimedialny i interaktywny charakter przygotowanych materiałów na pewno wpływa korzystnie na zainteresowanie uczniów tematyką lekcji. Prezentujemy studium przypadku dla modułu szkoleniowego „Nierówności kwadratowe”. Jest to propozycja użycia wytworzonych materiałów szkoleniowych w praktyce szkolnej w modelu odwróconej klasy. Oprócz własności samych materiałów istotną praktyczną rolę odgrywają również funkcjonalności platformy e-learningowej, w kontekście której są one osadzone.
3
Content available remote Uwagi o przeszkodach semantycznych i syntaktycznych
Jędrzejewski J., Rygał G.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2008
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Vol. 13
127-140
EN
In this paper we discuss several obstacles which, in our opinion, can cause pupils' problems in understanding both of mathematical texts and of mathematics. These obstacles are of a epistemological nature as well as of essential and semantic nature. All the examples of incorrect formulations are taken from Polish school and academic text-books. The goal of this article is to call the attention of authors which write mathematical texts to these problems in an attempt to avoid such mistakes.
4
Content available remote The role of the multistage tasks in developing the creative activity of mathematics teachers
Maj B.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
|
Vol. 12
277-282
EN
This paper presents the results of the research carried among the mathematics teachers. These research deals with the skills of undertaking creative mathematical activity by the teachers. It a deals with the awareness of the need of developing different kinds of this activity among students. The main tool which is used and studied in the research is the multistage task.
5
Content available remote The role of interaction between students in the process of discovering the regularity
Pytlak M.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
|
Vol. 12
367-374
EN
In teaching mathematics, interactions between the teacher and the student and among students play a vital role. Through making students formulate and defend their points of view we develop in them their self-control. Thanks to it during solving problem a child is more responsible and conscious of what s/he does. Necessity of verbalization of executing activities and explanation of using procedures show that pupils are able to notice new things. The verbalization forces to look at the own work from a different perspective. In this paper I present a part of my research concerning discovering the regularity by 9-years old children. In this research I focused on mental process and interaction between the students.
6
Content available remote The context of meaning and understanding of mathematics which helps students to understand its sense and to see area of its application
Laskowski A.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
|
Vol. 12
267-276
EN
The purpose of the presentation is to show that the key to the process of the developing acquisition of mathematics is the emphasis that students should put on the right choice of the appropriate realistic contexts. There are many ways of considering this problem for instance, the constructivist approach, the socio-cultural approach. Moreover, there is an idea of the epistemological triangle, which is considered a necessary tool for the analysis of the form and the degree of the development of mathematical meanings.
7
Content available remote Some aspects of teaching the concepts: arithmetic and weighted means at various levels of mathematical education
Bugajska-Jaszczołt B., Czajkowska M.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
2007
|
Vol. 12
163-170
EN
We refer to selected problems of formulating the definitions of arithmetic and weighted means in secondary school and at a higher level. The first problem discussed here are the results of theoretical research. We compare the manner of formulating the definitions, in particular, the level of formalization of mathematical language. We present the differences between various definitions, found in the analyzed textbooks, in such aspects as: generality, degree and kind of complication of logical structure, and intuitions provoked by them. We underline qualitatively different objects defined by them - arithmetic mean of numbers and arithmetic mean of scalable feature, emphasizing the consequences.
8
Content available remote Problems teacher’s practice forming mathematical activity and creativity of the gifted pupils
Pardała A.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
|
Vol. 12
319-328
9
Content available remote Mathematics made popular: a chance for both pupils and teachers
Novák B.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
|
Vol. 12
303- 310
EN
The contribution reports on an untraditional presentation of mathematical activities for elementary school pupils, which are being prepared as a part of grant focused on developing pupils” interest in mathematics and change of their attitude to mathematics as a school subject. Solving non-standard tasks, competitions, games and manipulative activities provide pupils, teachers and parents with a chance to change their perception of school mathematics.
10
Content available remote Mathematical statistics and mathematical didactics
Folćan M.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
2007
|
Vol. 12
199-206
11
Content available remote Gaining mathematical skills by using ,,concrete” manipulatives
Florková M.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
2007
|
Vol. 12
191-197
EN
In this issue we propose the reasons why it is important to use a variety of “concrete” manipulatives in the classroom starting from the earliest ages. And for the teachers who can see the importance of using manipulatives in their classroom, we offer some new innovative ideas.
12
Content available remote From mirror reflection to the concept of line symmetry on the plane
Jagoda E.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
2007
|
Vol. 12
233-243
13
Content available remote Development of child constructions - interconnection of research and students” training at school
Kaslová M.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
2007
|
Vol. 12
249-255
EN
Course of pre-mathematics includes theory as well as practice. The development of different competences is uneven. Sometime students have difficulties to imagine how to take advantage of research results (part of research VZ MSMO 160862). The goals of student practice training: to observe children and to enroll the development of special abilities, (pre)-concepts, to use in practice one of diagnostic activities with children. The development of construction with build is used as a one of the themes which can link all these goals.
14
Content available remote Communication in mathematics supported by information technologies
Balážová J
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
2007
|
Vol. 12
123-130
EN
I deal with possibilities how to apply Information Technologies in teaching of mathematics. I depict a contemporary state of IT use in teaching in European countries. I report the results of an experiment, which goal was to use the Equation Grapher program in teaching of linear and quadratic functions. I state the subsequent hypothesis: Information technologies, or more precisely Equation Grapher, can be effectively used in the phase of exercise and revision of the topic.
15
Content available remote About a distribution of points on a line segment
Cihlář J., Eisenmann P., Krátká M., Vopĕnka P.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
2007
|
Vol. 12
175-184
16
Content available remote O nauczaniu matematyki
Arnol'd V.
Postępy Fizyki
|
2000
|
T. 51, z. 3
140-145
17
Content available remote The shadows
Cihlář J
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
1998
|
Vol. 4
34-40
EN
In my short lecture I would like so sell you a few words about my experiences from experiments, in which I and my colleagues were interested in possibilities of the progress of lower secondary school pupils space-vision. Especially I would like to point out the method, were we use the theme of shadows. This theme was ordered into the didactical sequence of problems, some of them I will present there.
18
Content available remote Investigation of routes on various grids
Kopka J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
|
1998
|
Vol. 4
49-62
EN
Problems in the curriculum have existed since ancient times, if not earlier. For example, an Egyptian mathematical manuscript (the Ahmes Papyrus) consisting of a collection of problems, was written about 1650 B.C. This has not changed in nearly 4000 years. The central idea of problems has been a common to school mathematics historically and to school mathematics today. Traditionally, when we have spoken about problems we have meant word problems and especially so-called story problems. From our contemporary view, these are only one particular kind of problem. These are problems with the help of which we present pupils with a pseudo - real world. Through this type of problem we present students with a situation or a task and in the form of a question with a goal that the student must achieve. We can say that these are „goal - aimed" problems, or in contemporary terminology closed problems. We require that the student choose some previously learned algorithm (if he/she knows more than one), and with this perform a calculation. They are often placed at the end of a set of algorithmic exercises and with help of them we practise what we have just learned. In many countries today, as in our own, these problems are of central importance, and it is by solving such problems that we can assess the student. Here is a typical example of a story problem when we must calculate with fractions: Story problem: On a trip at the end of school year there were 25 pupils. 3/5 of them are girls. How many girls and how many boys participated in the trip? A great change occurred in the concept of the problem when we began to consider the relationship between the student and a problem. Reys et al. (1984) argued that „a problem involves a situation in which a person wants something and does not know immediately what to do to get it". In this explanation of a problem, it is very important that the pupil wants to achieve the goal. If for example, we give to our student the task of making a present for his/her mother for Mothers' Day, it is problem for him/her only if they want to do it (in this new approach).
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