Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Platforma moodle jako element wspierania procesu nauczania przedmiotów ilościowych na studiach ekonomicznych

100%
Bugajska-Jaszczołt B., Czajkowska M., Uniwersytet Humanistyczno-Przyrodniczy w Kielcach, Wyższa Szkoła Ekonomii i Prawa im. Prof. Edwarda Lipińskiego
Acta Universitatis Lodziensis. Folia Oeconomica
|
2008
|
vol. 217
PL
Wydrukowano z dostarczonych Wydawnictwu UŁ gotowych materiałów.
EN
This article treats about some issues concerning “Moodle platform” as a supporting element for the teaching process of quantitative subjects on economics faculty. There are presented the results of empirical research carried among economics students of WSEiP in Kielce which aimed to define the usefulness of self-teaching courses on Moodle platform.
2
Publication available in full text mode
Content available

Koordynacja wiedzy matematycznej z zagadnieniami mikroekonomii - stan obecny oraz propozycje zmian (na podstawie pojęcia cenowej elastyczności popytu)

100%
Bugajska-Jaszczołt B., Czajkowska M., Akademia Świętokrzyska w Kielcach
Acta Universitatis Lodziensis. Folia Oeconomica
|
2007
|
vol. 205
EN
In this paper the authors focus on and characterize the qualitative differences which occur in the process of formulating the concept of resilience of function. The concept is introduced during the courses of mathematics as well as microeconomics. The textbooks of mathematics and microeconomics for economics students were compared. The aim of evaluation was to characterize the way the concept is formulated and defined (necessity of prior knowledge, formal, algorithmic or intuitive approach), a language used (selection of terms and symbols), a discrepancy (and a correspondence) between the ways the concept is grasped in mathematics and microeconomics.
3
Publication available in full text mode
Content available

Jak nauczyciele i uczniowie rozwiązują zadania matematyczne, czyli o poprawnych i niepoprawnych rozumowaniach

100%
Czajkowska M., Bugajska-Jaszczołt B.
Problemy Wczesnej Edukacji
|
2016
|
vol. 12
|
issue 2(33)
193-203
EN
The teaching and learning of mathematics is done mainly by solving specially selected tasks. The most significant are those which contribute to the development of mathematical reasoning in students. In this paper, we present the results of the research carried out to check the extent to which students’ and teachers’ reasoning (correct and incorrect) coincide with each other. The obtained results indicate that certain incorrect strategies are so common to students and teachers that we can talk about a kind of pedagogical inheritance. Probably, some teachers teach in the same way as they were taught, unconsciously pushing their students to the path of faulty solutions.
4
Publication available in full text mode
Content available

Elementy trygonometrii w kształceniu studentów kierunku Geodezja i Kartografia (w świetle wypowiedzi i opinii)

100%
Bugajska-Jaszczołt B., Drygała D.
Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne
|
2013
|
issue 1
397-411
PL
W artykule autorki charakteryzują kompetencje trygonometryczne studentów kierunku geodezja i kartografia. Analizują w jakim stopniu wiedza trygonometryczna zdobywana na poziomie szkoły średniej odpowiada rze-czywistym potrzebom studentów tego kierunku, w jakim zakresie jest ona wykorzystywana i stosowana w przedmiotach kierunkowych. Autorki zwracają uwagę na standardy kształcenia na kierunku geodezja i kartografia, które nie przewidują w ramach kursu matematyki celowych działań nakierowanych na rozwijanie lub porządkowanie i uzupełnianie wiedzy z zakresu trygonometrii.
EN
In this paper the authors attempt to assess the usage of trigonometry knowledge skills by the students of geodesy & cartography. The authors also analyze to what extent the range of trigonometry knowledge acquired in secondary school as well as the curriculum contents for geodesy & cartography students are adequate to their real needs.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.