SavedAdd your journal

Journals / İstanbul Eğitimde Yenilikçilik Dergisi / 2015 / Cilt: 1 Sayı: 2

Visualization in Teaching Computer Science and Mathematics

Janka MAJHEROVÁ
Ján GUNČAGA
Hedviga PETRUŠKOVÁ
Pages
77–91
Publication Date
2018-10-31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The relationships between mathematics, informatics, and other subjects, which are supported by educational software, are a very important part of integration of ICT in education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this article we present several possibilities of the use of educational software for visualization in teaching computer science and mathematics.
📊
Key Findings & Data:This teaching is connected to the goals described in the new Slovak Curriculum ISCED 2 for education of these subjects at the secondary education.
💡
Conclusion & Impact:The relationships between mathematics, informatics, and other subjects, which are supported by educational software, are a very important part of integration of ICT in education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:visualization · educational software · teaching computer science

Abstract

In this article we present several possibilities of the use of educational software for visualization in teaching computer science and mathematics. The ICT help to achieve a higher quality, expertness, and effectiveness compared to the teaching resources and tools, which have been used until now. We show some examples of computer aided education in subjects of mathematics and computer science. This teaching is connected to the goals described in the new Slovak Curriculum ISCED 2 for education of these subjects at the secondary education. The place of different tools, such as Imagine, Baltie, or GeoGebra as a tool for teaching and learning will be discussed. The relationships between mathematics, informatics, and other subjects, which are supported by educational software, are a very important part of integration of ICT in education.

🔖

Cite This Article

MAJHEROVÁ, J., GUNČAGA, J., PETRUŠKOVÁ, H. (2018). Visualization in Teaching Computer Science and Mathematics. İstanbul Eğitimde Yenilikçilik Dergisi, Cilt: 1 Sayı: 2, 77–91. https://ajindex.com/articles/999657

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (5)

  1. Anderson, L., & al. (2011).
  2. A Taxonomy for Learning, Teaching a Assessing of Educational Objectives. New York, Longman. Billich, M. (2008). The use of geometric place in problem solving. In Teaching Mathematics: Innovation, New Trends, Research (pp. 7 − 14). Ružomberok, Catholic University. Baláková, G. (2011). The use of program GeoGebra in subject computer science. Ružomberok, Catholic University. Círus, L. (2010) Using ICT to support teaching the subject at the 1st Space Grade of primary school. Usta ad Albim Bohemica, 2010.
  3. Duatepe, P. A. (2013). Origami and mathematics. In New Challenges in Education. (pp.17-28). Ružomberok, Verbum. Facer, K. (2004). Computer Games and Learning. A discussion paper, FutureLab, UK, 2004. [Online] Available: http://admin.futurelab.org.uk/resources/documents/discussion_papers/Computer_Games_and_Learning_discpaper.pdf Gunčaga J., & Fulier J., & Eisenmann P. (2008). Modernization and innovation of teaching mathematics analysis. Ružomberok, Catholic University. (Slovak). Gunčaga, J., & Majherová, J. (2012). GeoGebra as a motivational tool for teaching and learning in Slovakia. In North American GeoGebra Journal Vol. 1/ 2012. (pp. 45-48). [Online] Available: http://www.ggbmidwest.com/ojs-2.3.4/index.php/ ggbj/article/view/4 Gülseçen, S., & Çelik, S., & Özdemir, S., & Uğraş, T., & Özcan, M. (2013). Education in smart cities. In New Challenges in Education. (pp. 126-129). Ružomberok, Verbum. Herendiné-Kónya, E. (2014). How can high school students solve problems based on the concept of area measurement? In Ambrus, A., & Vásárhelyi, É. (Eds.), Problem Solving in Mathematics Education, Proceedings of the 15th ProMath Conference, Mathematics Teaching and Education Center (pp. 95-107).
  4. Budapest, ELTE. Hohenwarter, M., & Lavicza, Z. (2010). Gaining momentum: GeoGebra inspires educators and students around the world. GeoGebra the New Language for the Third Millennium. Zigotto Printing & Publishing House Galati-Romania, Vol. 1 No.1. pp. 1-6. ISCED 2 – new Slowak curriculum Mathematics (2010). [Online] Available: http://www.statpedu.sk/files/documents/svp/2stzs/isced2/vzdelavacie_oblasti/matematika_isced2.pdf Kelemenová, A. (2005). Lindenmayer‘s systems and their creator. In Kelemen, J., & Kvasnička, V. (Eds.), Cognition and artificial life V. (pp. 235-250).
  5. Opava, Silesian University in Opava. Kopáčová, J. & al. (2014). Mathematical thinking of children. Ružomberok, Verbum. (slovak) Krech, G., & Krech I. (2009). On some non-transitive