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4 Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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Non-standard tasks in mathematical education

Major J., Major M.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

2014

Vol. 19

115--119

Mathematical knowledge and skills have been playing a more and more important role in our daily lives. At the same time, solving tasks is the essence of mathematics understood as a field of human activity. The subject of this paper are selected issues concerning some atypical tasks which play important role in mathematical education. Presented task is related to the elementary knowledge of probability theory.

Remarks on solutions of equations with absolute value function

Major J., Powązka Z.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

2011

Vol. 16

249--254

In this paper, we give the proposition of didactic discussion on the existence of solutions of some equations containing expressions with absolute value. We are interested in the possibility of applying the method of conceptual problem solving. Under this term we understand such a procedure, in which the solver is not limited to the automatic application of the definition of the absolute value, but he can reject some cases based on his mathematical knowledge. To do this, one must make use from various features of this concept - not only from its definition.

Gaining mathematical skills by using ,,concrete” manipulatives

Florková M.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

2007

Vol. 12

191-197

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.

Coefficients of learning in mathematical and nonmathematical subject matter

Kováčik Š.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

2007

Vol. 12

261-265

„Coefficient to remember something” was introduced in cybernetic pedagogy. This coefficient expresses what part of information (from group of letters arranged without meaning) a learner is able to remember after one repetition. He can remember about 1/23 (4,34%) received information. We have derived „coefficient of learning”. Its values are greater, because understandable learning (we mean it) is more e than memory learning. We used this coefficient as expression of improvement of soft motive hand. Its value was about 6%. We found out it in ten pictures arranged chronologically during 4 months. We valued subject matter pretension by „coefficient of understanding”. We found out what children could understand subject matter with one repetition. Similarly „coefficient of disclosing” was introduced for revealing of coherence reading of picture. It was 38% after the f experiment. It means that this number of children revealed coherence in the picture. It is possible to value subject matter pretension effectively and briefly according to introduced coefficients in standard class. On the other hand it is possible to value knowledge level of pupils by using standard subject matter.