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1
Content available Geometric terminology and imagination
Grebeň R., Molnár J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2014
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Vol. 19
37--49
EN
How do pupils and students understand geometric terminology, symbols and phraseology? Using the same designation for a particular object, feature or link, allows the use of the same “language” to communicate about topics related to these concepts. The fact that everyone will equally understand the same term depends on how well the definitions are introduced. The objective of this article is one of the surveys, which is a part of the research, aimed to contribute to updating the geometric terminology in the Czech education system.
2
Content available Testing of geometrical imagination
Slezáková J., Molnár J., Benešová L., Tláskal J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2011
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Vol. 16
345--354
EN
The article deals with the geometric imagination in relation to intelligence tests. During an exploratory investigation of geometric imagination of pupils aged 15-18 years, a non-standardized test was created and evaluated, testing the partial and combinative abilities of students of this age group. The test consists of 40 tasks, and its evaluation process also contains a comparison of the results based on gender and mathematics mark.
3
Content available Knowledge of quadrilateral at elementary school
Tláskal J., Benešová L., Slezáková J., Molnár J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2011
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Vol. 16
361--366
EN
Quadrilaterals are more difficult than triangles for some students of elementary schools. This pilot study compares knowledge of quadrilateral of pupils of elementary schools and pupils of the same age at grammar schools. Some students prefer algebra to geometry, because it includes practical problems. The aim of this pre-research is to find out differences in knowledge of quadrilaterals between pupils of elementary and grammar schools.
4
Content available Geometrical imagination and knowledge of triangles at elementary schools
Benešová L., Tláskal J., Molnár J., Slezáková J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2011
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Vol. 16
191--196
EN
A pilot study concerning rudimentary knowledge of triangles and spatial imagination is submitted to 7th-grade pupils of an elementary school and students of the same age at a grammar school. The theory is important but practical problems are more interesting for students. Problems in spatial imagination allow a teacher to specify the level of students' mathematical abilities. The aim of this pre-research is to compare knowledge of pupils of an elementary school and a grammar school.
5
Content available remote Single-Phase Current-Source Active Rectifier: Control Strategy under Distorted Power Supply Voltage
Michaík J., Molnár J., Peroutka Z.
Przegląd Elektrotechniczny
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2009
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R. 85, nr 7
148-153
EN
This research has been motivated by industrial demand for single-phase current-source active rectifier properly operating under distorted power supply voltage. This contribution presents proposed control strategy using controller of phase shift between trolley wire voltage and current supplemented by compensation of trolley wire current waveform under supply voltage distortion. This control is able to keep the trolley wire current in demanded phase shift against supply voltage and preserve sinusoidal waveform of consumed current even under distorted trolley wire voltage.
PL
Badania opisywanego zagadnienia miały miejsce wskutek oczekiwań przemysłu na opracowanie aktywnego 1-fazowego układu prostownikowego odpornego na niekorzystne oddziaływanie odkształconego napięcia sieci. Autorzy prezentują strategię sterowania prądem sieci przy zastosowaniu kontrolera przesunięcia fazowego pomiędzy napięciem przewodu jezdnego a skompensowanym, pod kątem odkształceń, przebiegiem prądu z tego przewodu w warunkach odkształcenia napięcia zasilającego. Układ sterowania umożliwia utrzymywanie odpowiedniej wartości przesunięcia fazowego prądu pobieranego z przewodu jezdnego, w stosunku do napięcia zasilającego, zapewniając sinusoidalny przebieg tego prądu w warunkach odkształcenia napięcia.
6
Content available remote Construction problems and their place in secondary school mathematics
Slezákova J., Molnár J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
395-397
EN
A pilot study concerning construction problems in mathematics teaching at grammar schools and universities is described in this paper.
7
Content available remote A view from above or rather from below?
Schubertová S., Molnár J.
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
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2007
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Vol. 12
387-393
EN
Abilities of every individual form the basis of spatial intelligence. They help him to perceive the visual world accurately, to transform perceptions, to manipulate perceptions in his mind and to modify his initial perceptions. They also enable the individual to create images in his mind from his own visual perception at the time when no external stimuli take effect. Spatial intelligence consists of a larger number of loosely connected abilities such as the ability to perceive things visually, draw a given shape, the ability to create mental images and to work with them and transform one shape into another.
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