The Initial Stage of Teaching Proof in Mathematics Course

This article discusses techniques for organization of propaedeutic stage of teaching proof in mathematics course. It identifies types of tasks that allow students of 5–6 classes to form the ability to carry out simple proofs. This article describes each type of tasks features, it gives some examples.

Online Education: What Works in Mathematics

Florida State University and University of Helsinki Information technology has the potential to deliver education to everybody by high quality online courses and associated services, and to enhance traditional face-to-face instruction by, e.g., web services offering virtually unlimited practice and step-bystep solutions to practice problems. Regardless of this, tools of information technology have not yet penetrated mathematics education in any meaningful way. This is mostly due to the inertia of academia: instructors are slow to change their working habits. This paper reports on an experiment where all the instructors (seven instructors and six teaching assistants) of a large calculus course were required to base their instruction on online content. The paper will analyze the effectiveness of various solutions used, and finishes with recommendations regarding best practices.

Towards New Teaching in Mathematics How to Realize Inquiry Based and Problem Oriented Mathematics Lessons?

Дагмар Рааб Математиката е вълнуваща и забавна. Можем ли да убедим учениците, че това може да стане действителност. Задачите са най-важните инструменти за учителите по математика, когато планират уроците си. Планът трябва да съдържа идеи как да се очертае и как да се жалонира пътят, по който учениците ще стигнат до решението на дадена задача. Учителите не трябва да очакват от учениците си просто да кажат кой е отговорът на задачата, а да ги увлекат в процеса на решаване с подходящи въпроси. Ролята на учителя е да помогне на учениците • да бъдат активни и резултатни при решаването на задачи; • самите те да поставят задачи; • да модифицират задачи; • да откриват закономерности; • да изготвят стратегии за решаване на задачи; • да откриват и изследват различни начини за решаване на задачи; • да намират смислена връзка между математическите си знания и проблеми от ежедневието. В доклада са представени избрани и вече експериментирани примери за това как учители и ученици могат да намерят подходящ път към нов тип преживявания в преподаването и изучаването на училищната математика.

DML and RusDML – Virtual Library Initiatives for Covering All Mathematics Electronically

With the rapidly growing activities in electronic publishing ideas came up to install global repositories which deal with three mainstreams in this enterprise: storing the electronic material currently available, pursuing projects to solve the archiving problem for this material with the ambition to preserve the content in readable form for future generations, and to capture the printed literature in digital versions providing good access and search facilities for the readers. Long-term availability of published research articles in mathematics and easy access to them is a strong need for researchers working with mathematics. Hence in this domain some pioneering projects have been established addressing the above mentioned problems.

Teaching University-Level Mathematics Using Mathematica

This paper considers the use of the computer algebra system Mathematica for teaching university-level mathematics subjects. Outlined are basic Mathematica concepts, connected with different mathematics areas: algebra, linear algebra, geometry, calculus and analysis, complex functions, numerical analysis and scientific computing, probability and statistics. The course “Information technologies in mathematics”, which involves the use of Mathematica, is also presented - discussed are the syllabus, aims, approaches and outcomes.

Achievements and Problems in the In-service Teacher Education in Inquiry Based Style

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2015

An Approach for a more Objective Evaluation of Practical Projects, Used in the Training Process

Well–prepared, adaptive and sustainably developing specialists are an important competitive advantage, but also one of the main challenges for businesses. One option of the education system for creation and development of staff adequate to the needs is the development of pro jects with topics from real economy ("Practical Projects"). The objective assessment is an essential driver and motivator, and is based on a system of well-chosen, well-defined and specific criteria and indicators. An approach to a more objective evaluation of practical projects is finding more objective weights of the criteria. A natural and reasonable approach is the accumulation of opinions of proven experts and subsequent bringing out the weights from the accumulated data. The preparation and conduction of a survey among recognized experts in the field of project-based learning in mathematics, informatics and information technologies is described. The processing of the data accumulated by applying AHP, allowed us to objectively determine weights of evaluation criteria and hence to achieve the desired objectiveness. ACM Computing Classification System (1998): K.3.2.