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1

Degressively proportional functions using the example of seat distribution in the European Parliament

100%
Dniestrzański P.
Didactics of Mathematics
|
2012
|
issue 9(13)
35-42
EN
This article presents an example of the current problem from the borders of economics and politics, which can be used in mathematics courses for economics majors. This problem is the distribution of seats in the European Parliament among the member states of the European Union, and the principle of degressive proportionality formulated for this purpose in the legislation.
2

Wpływ standardów kształcenia na poziom nauczania matematyki w wyższych szkołach ekonomicznych

100%
Maciuk A.
Didactics of Mathematics
|
2011
|
issue 8 (12)
81-90
EN
The education standards introduced in Poland in 2005 by the new higher education law significantly changed rules of teaching of majority of subject taught at universities. From the perspective of teaching mathematics at universities of economics those standards have several serious drawbacks such as reduction of the number at maths teaching hours without significant modifications of curriculum or bad correlation with what is being taught in high schools. The law of 2005 was supposed to improve the effectiveness of teaching and make students better prepared for challenges of the work market. Teaching of mathematics at the universities of economics should, apart from providing necessary tools for further study, help students become independent and develop abilities of analytical thinking. Unfortunately, practice is different and to a very large extent this is due to the present standards. Few years after they were introduced we are trying to indicate what actions should be taken to improve the quality of mathematics teaching and in consequence facilitate students’ independent conclusions and enhance their analytical thinking skills.
3
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The Gini coefficient as a measure of disproportionality

80%
Dniestrzański P.
Didactics of Mathematics
|
2015
|
issue 12(16)
25-34
XX
Measures of inequality, properly adapted, often tend to be used as a tool to address the issue of disproportionality. The most popular of them, such as the Gini or Atkinson coefficient, or entropy coefficient can, under certain circumstances, act as measures of disproportionality. However, one must specify precisely what is to be measured and interpret the results consistently. In this paper we analyze what confusion or outright errors can be committed when using inequality coefficients. The presented analysis is aimed at the Gini coefficient, however, the problem also applies to the rest of the coefficients.
4

The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self

80%
Briede L.
Journal of Teacher Education for Sustainability
|
2016
|
vol. 18
|
issue 1
34-47
EN
The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students’ mathematical self. The study searched for the answers to three research questions: 1) the approaches prevailing in mathematics teachers’ beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of students’ mathematical self and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade students’ mathematical self, teachers’ sociodemographic indicators, and students’ socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachers’ beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on students’ mathematical self than mere support of the constructivist beliefs.
5
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Effects of Blended Learning in Teaching Mathematics in Higher Education

70%
POKORNÝ, M., HÍC P.
Edukacja-Technika-Informatyka
|
2015
|
vol. 6
|
issue 1
287-290
EN
Blended learning represents a combination of online learning and face-toface instruction. While one group of researchers advocates the use of blended learning in teaching, others are more critical to the use of ICT in education. The paper deals with utilization of blended learning in teaching mathematics at Faculty of Education, Trnava University. From the results it follows that proper integration of ICT into teaching can make the teaching process more efficient.
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