Голяма идея – все още с малка популярност

Bahsen Ismailova-Isufova, Ridvan Isufov - In this paper it is described the birth and the growth during the last 50 years of the idea for the systematization of definitions and theorems based on the activities which can be done with them. Also there are methods to include the personal computers in this activity and to continue the research of the role for extending the heuristics abilities of students.

Играта в обучението по математика в пети клас

Mariana Katcarska, Margarita Todorova - The Didactic game in Mathematics Education is considered as a powerful tool for stimulating pupils to a cognitive activity, for raising the pupils’ interest in mathematics as a science and, in result of this, for easier acquisition of the educational contents. A particular application is also examined.

Използване на системата MATLAB в техническите университети

Mihail Konstantinov, Vladimir Todorov, Galina Pelova, Juliana Boneva - We consider some aspect of the mathematical education in technical universities using MATLAB. Special attention is paid to the subjects Analytical Geometry and Differential Equations.

Компютърна система за обучение по програмиране

Hristo Krushkov, Mariana Krushkova, Victor Atanasov, Margarita Krushkova - The rising of the Bulgarian Higher educational standard is one of the strategic purposes of our country as a member of the European family. The implementation of new scientific methods and modern technological means in the process of education is a precondition for fulfilling this purpose. The study of informatics is making a significant contribution to the creation of a knowledge-based economy. In view of this the informatics has been studied in several departments of the Plovdiv University “Paisii Hilendarski”. However, due to different reasons the majority of the students have difficulties in mastering this discipline. The present report offers an architecture of computer-based system for helping the whole process of education in informatics.

Обектен подход към извънкласната работа по информатика за начинаещи ученици

Neli Maneva, Plamenka Hristova - The paper is devoted to a new approach to the extracurricular activities in Informatics for beginners, 3–5 grade pupils. Only the first step of our approach are described in detail, namely the modeling of the identified so far objects with prime and secondary importance. Some examples of objects are presented through their main characteristics revealing their peculiarities and the level of significance for the achievements of the stated goals for an efficient performance of the activities under consideration.

Характеристични свойства на някои многостени

Plamen Penchev - The origin is a problem from the Canadian Mathematical Olympiad in 1980, which is solved in general and ended to similar variants. Certain characteristic properties of such polyhedra are investigated.

Възможности за реализация на раздела “създаване и публикуване на Интернет страници” в 8 клас

Georgi Tuparov - In the paper basic problems related to implementation of topic “Development and publishing of web pages” are discussed. The topic is part of 8-th grade syllabus in IT for Bulgarian schools. A framework for comparison of software tools for implementation of learning objectives and outcomes is performed. The learning content and several groups of software tools are analysed, according to proposed comparison framework.

Актуальные проблемы школьного математического образования

Tatyana F. Sergeeva - Basic problems of school mathematical education are analysed in the paper and key factors of its development are designed. Experience of productive international cooperation is described – the Bulgarian-Russian project "MITE" in the field of techniques of training in Mathematics, improvement of professional skills of teachers and work with mathematically gifted students.

The Living Economy

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

Weighted Dispersive Estimates for Solutions of the Schrödinger Equation

2000 Mathematics Subject Classification: 35L15, 35B40, 47F05.

Business statistics using EXCEL and SPSS

'Takes the challenging and makes it understandable. The book contains useful advice on the application of statistics to a variety of contexts and shows how statistics can be used by managers in their work.' - Dr Terri Byers, Assistant Professor, University Of New Brunswick, Canada A book about introductory quantitative analysis for business students designed to be read by first- and second-year students on a business studies degree course that assumes little or no background in mathematics or statistics. Based on extensive knowledge and experience in how people learn and in particular how people learn mathematics, the authors show both how and why quantitative analysis is useful in the context of business and management studies, encouraging readers to not only memorise the content but to apply learning to typical problems. Fully up-to-date with comprehensive coverage of IBM SPSS and Microsoft Excel software, the tailored examples illustrate how the programmes can be used, and include step-by-step figures and tables throughout. A range of ‘real world’ and fictional examples, including "The Ballad of Eddie the Easily Distracted" and "Esha's Story" help bring the study of statistics alive. A number of in-text boxouts can be found throughout the book aimed at readers at varying levels of study and understanding •Back to Basics for those struggling to understand, explain concepts in the most basic way possible - often relating to interesting or humorous examples •Above and Beyond for those racing ahead and who want to be introduced to more interesting or advanced concepts that are a little bit outside of what they may need to know •Think it over get students to stop, engage and reflect upon the different connections between topics A range of online resources including a set of data files and templates for the reader following in-text examples, downloadable worksheets and instructor materials, answers to in-text exercises and video content compliment the book.

The effects of required/sequenced preparatory courses on academic success and retention at a community college

This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and re-enrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for re-enrollment. For a financial aid recipient the odds of re-enrollment were 2.70 times more likely than if no financial aid was received.

The relation of sports participation to academic performance of high school students

Over the past one hundred years, interscholastic athletic programs have evolved to a place of prominence in both public and private education across America. The National Federation of State High School Associations (NFHS) estimates that approximately 3.96 million males and 2.80 million females participated in organized high school athletic programs during the 2001–2002 school year at over 17 thousand public and private high schools. The popularity of interscholastic athletic programs has resulted in continuous investigations of the relationship between high school athletic programs and academic performance. ^ The present study extends earlier investigations by examining the relation of athletic participation to several indicators of academic performance for senior high school students. This research examined: (a) average daily attendance of varsity athletes and non-athletes; (b) final cumulative grade point average; and (c) test scores on the tenth grade Florida Comprehensive Assessment Test (FLAT) in both reading and in mathematics. ^ Data were collected on 2081 randomly selected male and female high school students identified as athletes or non-athletes at ten public senior high schools in the Miami-Dade County Public Schools district. The results of the overall analyses showed a positive and significant relationship between athletic participation and educational performance. On average, athletes were absent fewer days from school per year than non-athletes and athletes earned a significantly higher cumulative grade point average than their non-athlete peers. A significant statistical difference was also found in the tenth grade FCAT test scores in both reading and mathematics for athletes and non-athletes when eighth grade FCAT test scores in reading and mathematics were used as co-variates. Athletes earned significantly higher Grade 10 FCAT test scores in both reading and mathematics than non-athletes. ^ Although cause and effect cannot be inferred from this study, the findings do indicate the potentially beneficial value of athletic programs in public secondary education. The study concluded that Florida high school graduation requirements might seriously consider the role of interscholastic athletic programs as a valid and essential extra-curricular activity. ^

Algebra I and other predictors of high school dropout

This study investigated the relation of several predictors to high school dropout. The data, composed of records from a cohort of students ( N = 10,100) who entered ninth grade in 2001, were analyzed via logistic regression. The predictor variables were: (a) Algebra I grade, (b) Florida Comprehensive Assessment Test (FCAT) level, (c) language proficiency, (d) gender, (e) race/ethnicity, (f) Exceptional Student Education program membership, and (g) socio-economic status. The criterion was graduation status: graduated or dropped out. Algebra I grades were an important predictor of whether students drop out or graduate; students who failed this course were 4.1 times more likely to drop out than those who passed the course. Other significant predictors of high school dropout were language proficiency, Florida Comprehensive Assessment Test (FCAT) level, gender, and socio-economic status. The main focus of the study was on Algebra I as a predictor, but the study was not designed to discover the specific factors related to or underlying success in this course. Nevertheless, because Algebra I may be considered an important prerequisite for other major facets of the curriculum and because of its high relationship to high school dropout, a recommendation emerging from these findings is that districts address the issue of preventing failure in this course. Adequate support mechanisms for improving retention include addressing the students' readiness for enrolling in mathematics courses as well as curriculum improvements that enhance student readiness through such processes as remediation. Assuring that mathematics instruction is monitored and improved and that remedial programs are in place to facilitate content learning in all subjects for all students, but especially for those having limited English proficiency, are critical educational responsibilities.

A comparative study of block scheduling and traditional scheduling on academic achievement

The purpose of this study was to evaluate the effectiveness of an alternate day block schedule design (n = 419) versus a traditional six-period schedule design (n = 623) on the academic achievement of the graduating classes in two schools in which the design was used respectively. Academic achievement was measured by (a) two standardized tests: the Florida Comprehensive Assessment Test Sunshine State Standards (FCAT-SSS) in mathematics and reading for 9th and 10th grade and the Scholastic Reading Inventory Test (SRI) for 9 th, 10th, and 11th grade; (b) three school grades: the mathematics final course grades for 9th, 10th, and 11th grade, the English final course grades for 9th, 10th, 11th, and 12th grade and the graduating GPA. A total of five repeated measure analyses of variance (ANOVAs) were conducted to analyze the difference between the two schools (representing the two designs) with respect to five achievement indicators (FCAT-SSS mathematics scores, FCAT-SSS reading scores, SRI scores, mathematics final course grades, and English final course grades). The between-subject factor for the five ANOVAs was the schedule design and the within-subject factor was the time the tests were taken or the time the course grades were issued. T-tests were performed on all eighth grade achievement indicators to ensure there were no significant differences in achievement between the two cohorts prior to entering high school. An independent samples t-test was conducted to analyze the difference between the two schedule designs with respect to graduating GPA. Achievement in the alternate day block schedule design was significantly higher than in the traditional six-period schedule design for some of the locally assigned school grades. The difference between the two types of schedule designs was not significant for the standardized measures (the FCAT-SSS in reading and mathematics and the SRI). This study concludes that the use of an alternate day block schedule design can be considered an educational tool that can help improve the academic achievement of students as measured by local indicators of achievement; but, apparently the design is not an important factor in achievement as measured by state examinations such as the FCAT-SSS or the SRI.