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Praca z kalkulatorem graficznym na zajęciach z przedmiotów ilościowych

100%
Czajkowska M., Uniwersytet Humanistyczno-Przyrodniczy w Kielcach
Acta Universitatis Lodziensis. Folia Oeconomica
|
2008
|
vol. 217
PL
Wydrukowano z dostarczonych Wydawnictwu UŁ gotowych materiałów.
EN
Graphic calculator is one of the tools which can help students in cognitive process experimenting in the course of hard problem solving. This can favour various mathematical skill development such as observing, analyzing, generalizing, formulating and reviewing hypotheses. In this article it will be demonstrated how it is possible to use the graphic calculator during the classes on 4uantitative subjects to ponder the problems that are inaccessible to students while using the traditional methods and demonstrative means.
2
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Platforma moodle jako element wspierania procesu nauczania przedmiotów ilościowych na studiach ekonomicznych

63%
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.
3
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Koordynacja wiedzy matematycznej z zagadnieniami mikroekonomii - stan obecny oraz propozycje zmian (na podstawie pojęcia cenowej elastyczności popytu)

63%
Bugajska-Jaszczołt B., Czajkowska M., Akademia Świętokrzyska w Kielcach
Acta Universitatis Lodziensis. Folia Oeconomica
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2007
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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.
4
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Jak nauczyciele i uczniowie rozwiązują zadania matematyczne, czyli o poprawnych i niepoprawnych rozumowaniach

63%
Czajkowska M., Bugajska-Jaszczołt B.
Problemy Wczesnej Edukacji
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2016
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vol. 12
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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.
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