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001-es BibID:	BIBFORM103376
Első szerző:	Ambrus Gabriella
Cím:	A Cross-sectional Analysis of Students' Answers to a Realistic Word Problem from Grade 2 to 10 / Gabriella Ambrus, Eszter Herendiné Kónya, Zoltán Kovács, Judit Szitányi, Csaba Csíkos
Dátum:	2019
ISSN:	1306-3030
Megjegyzések:	Several investigations have revealed that students tend to exclude their real-world knowledge when solving simple, routine-like mathematical word problems. The current research is a crosssectional developmental analysis with students from grade 2 to 10 (N=1346). Other than describing the development (or lack thereof) in students' realistic answers, connections with mathrelated background variables and possible class-level effects have been investigated.
Tárgyszavak:	Természettudományok Matematika- és számítástudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk word problems realistic mathematics education cross-sectional development
Megjelenés:	International Electronic Journal of Mathematics Education. - 14:3 (2019), p. 513-521. -
További szerzők:	Kovács Zoltán (1961-) (matematikus) Szitányi Judit Csíkos Csaba Herendiné Kónya Eszter (1967-) (matematikus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM108288
035-os BibID:	(Scopus)85127174689
Első szerző:	Fitriana, Linda Devi (Mathematician)
Cím:	Perspectives on the problem-posing activity by prospective teachers : a cross-national study / Linda Devi Fitriana, Rooselyna Ekawati, Zoltán Kovács
Dátum:	2022
ISSN:	2087-8885 2407-0610
Megjegyzések:	There is an ongoing research interest to disclose factors that influence problem-posing performance by involving cross-national backgrounds. This research extends that effort by conducting a comparative analysis on the performance of Indonesian and Hungarian prospective teachers in a problem-posing task. A total of eighty-three prospective teachers from Indonesia and Hungary were asked to pose a problem based on the current calendar. For more in-depth insights, an interview was conducted with a representative participant. The obtained data were analysed quantitatively using Fisher's exact test and qualitatively in nature. Their mathematical background seems to influence the characteristic of their proposed problem and the solution approach they utilized. The typical tasks proposed by Indonesian prospective teachers are exercise and mostly related to arithmetic operations, while those by Hungarian prospective teachers are challenging problems and generally connected to arithmetic sequences. Moreover, in solving their problems, Indonesians tend to show arithmetic reasoning while Hungarians often denote algebraic reasoning. These disparities might be attributed to the types of problems that each group typically encounters during their mathematics lessons.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk
Megjelenés:	Journal on Mathematics Education. - 13 : 1 (2022), p. 149-172. -
További szerzők:	Ekawati, Rooselyna Kovács Zoltán (1961-) (matematikus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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