Katedra matematiky - Katolícka univerzita v Ružomberku

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154 Zbigniew Powązka[11] Powązka Z., Tabor J.: 1988, Koncepcja wprowadzenia pojęcia granicyfunkcji i granicy ciągu, Matematyka 1, s. 18-25.[12] Przeniosło, M.: 2000, Rozumienie granicy funkcji wyniesione ze szkołyśredniej, Kielce.[13] Siwek, H.: 2005, Dydaktyka matematyki. Teoria i zastosowania wmatematyce szkolnej, WSiP, Warszawa.
Catholic University in RužomberokScientific Issues, Teaching Mathematics II: Innovation, New Trends, Research, Ružomberok 2010EXAMPLES OF USING ICT FOR FORMINGREDUCTIVE REASONING AT SCHOOLTadeusz RatusińskiInstitute of MathematicsPedagogical University of Cracowul. Podchorążych 2, 30-084 Cracowe-mail: ratusita@gmail.comAbstract. One of fundamental part of maths teaching is teaching of reasoning.Reduction is a method "moving from end to beginning". It is very useful in processof solving mathematical problems, but it’s hard to teach reduction in natural wayat school. Maybe special kind of maths problem can help with it. Educationalcomputer game can be such problem. It can discreetly provoke situation, whenpupils discover reductive method to win the game. In this article I’ll show resultsof research over use of educational computer game for forming reductive reasoningat school (10 - 14 years old pupils).1. IntroductionWe have been living in a world that makes us more and more addictedto the surrounding Information Technology. Computers have already beenused in every field of life. Their role in education has also become crucial.Teaching of mathematics with the use of computers is the subject of manydiscussions conducted both by teachers and educators. There has been someresearch on various problems connected with functioning of computers inthe teaching process. My research concentrated on the discovery of the rolethey have in the process of forming reductive reasoning.In the process of teaching mathematics one can distinguish, with a considerablesimplification, four components: forming of mathematical terms,task solving, mathematical reasoning, establishing mathematical language.Math is associated with tasks solving. There is a lot of true in this sentence,because tasks played, play and will play in teaching of mathematicsfundamental part.There are many different classifications of mathematical tasks in literature[1], [2], [7], [10]. In all of them "didactic games" are displayed as separatetype of tasks, which however can realize the functions of others types
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TEACHING MATHEMATICS II:INNOVATION,
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Scientific IssuesCatholic Universit
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CONTENTSBillich Martin. Zobrazenia
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PREFACEThe greatest challenge in wr
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10 Martin BillichV práci [3] Jung
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12 Martin Billich(a) Int S i ∩Int
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14 Jaroslava BrinckováKombinatoric
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16 Jaroslava Brincková4. Pre žiak
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18 Jaroslava Brinckovájúceho št
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20 Ján Gunčaga- vyučovanie matem
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22 Ján Gunčaga3. Teória Zoltána
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24 Ján Gunčaga5. SymbolizovanieV
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26 Ján GunčagaZ hľadiska vzťahu
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28 Ján Gunčaga7. učiť žiakov d
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Catholic University in RužomberokS
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Popis výskumu zameraného na vyuč
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44 Marika Kafkovábyly, jsou a ješ
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46 Marika Kafkovánikdy nedostane z
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48 Marika Kafkovánedala řešit ji
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50 Mária Kolkovápokusu. Veľa ča
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52 Mária KolkováObrázok 1 - Rie
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54 Mária Kolková3. Vzťah medzi s
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56 Mária Kolkováže riešenie Cez
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62 Jan Kopka, Leonard Frobisher, Ge
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70 Lilla Koreňováštyroch triedac
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72 Lilla KoreňováOdborníci odhad
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74 Lilla KoreňováÚloha 5. Aké r
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76 Lilla Koreňová1. Určite áno2
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78 Lilla Koreňová1. Určite áno2
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CommentsOn J-conic sections 83We to
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On J-conic sections 85Figure 2. The
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On J-conic sections 87Preparing a c
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Refleksje nad wykorzystywaniem wied
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Page 105 and 106: Losowe gry hazardowe a proces decyz
Page 115: ZakończenieLosowe gry hazardowe a
Page 118 and 119: 116 Daša Palenčárová2. Implicit
Page 120 and 121: 118 Daša PalenčárováÚloha 1 (s
Page 122 and 123: 120 Daša PalenčárováNajčastej
Page 125 and 126: Catholic University in RužomberokS
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Page 176 and 177: 174 Takács István Árpád• What
Page 178 and 179: 176 Takács István ÁrpádAsk the
Page 180 and 181: 178 Takács István Árpád3. Concl
Page 182 and 183: 180 Štefan TkačikDemokritos rozvi
Page 184 and 185: 182 Štefan Tkačik2. Eudoxova exha
Page 186 and 187: 184 Štefan Tkačikhranoly. Ostanú
Page 188 and 189: 186 Štefan TkačikPre každé čí
Page 190 and 191: 188 Štefan TkačikDefinícia 1. Fu
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Page 194 and 195: 192 Erika TomkováAk PS chváli, mi
Page 196 and 197: 194 Erika TomkováPrednosťou vytvo
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Page 200 and 201: 198 Erika Tomková[8] JODAS, V.: Ob
Page 202 and 203: 200 Peter Vankúš, Emília Kubicov
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204 Peter Vankúš, Emília Kubicov
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Katedra matematiky - Katolícka univerzita v Ružomberku

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