Around the globe Covid-19 pandemic has influenced not only the education, but also our everyday life, among other aspects. In Greece, distance learning started to get in use widely in tertiary education, since the first national lockdown was announced and reshaped education in many ways. In the University of Thessaly, in the Department of Mathemat­ics, undergraduate students opt for a lot of different courses to attend and due to the Covid-19 crisis all of them are taught via web platforms. Some of the most significant theoreti­cal subjects are «Calculus» (with applications in Science and Mechanics), «Physics» (Classi­cal Mechanics) and «Philosophy of Science». In addition, some other applied subjects are «Programming Languages» and «Digital Technologies in Mathematics Education» and the impact the above have, generally in edu­cation and society itself. In this paper, we describe the different ways students have re­acted regarding learning Sciences in a distance learning environment. We split our case study in two parts. The first one is about the way students experience e-learning and the second one is about their suggestions for the next day. Integrating e-questionnaires and interviews and taking into account parameters like economic factors and the permanent residence issue, we asked the students about their preferences among face-to-face learning, distance learning and a blended model. Remarks about the academic life and the possible ways of taking the extra step, after the Covid-19 crisis ceases to exist, are made.

In this paper, we present a research project we conducted with 27 undergraduate students in a history of mathematics course in Greece during the academic year 2022-2023. In our study, we presented participants with an open-ended problem with historical background and evaluated their reactions and solving strategies. To reach findings we collected data via worksheets, questionnaires and interviews. We intended to focus on students’ techniques for open-ended issues while also investigating whether and how History of Mathematics may be included into its instruction. The results showed that such type of problems is able to catch the participants’ attention and support them in experimentation and development of multiple problem solving strategies. The students acquired a positive attitude towards the entire process, and they would like to repeat it in other university courses, too. This study might pave the way for a new curriculum that includes historically inspired open-ended assignments in school and university practice.

This paper proposes a new goodness-of-fit for the two-parameter distribution. It is based on a function of squared distances between empirical and theoretical quantiles of a set of observations being hypothesized to have come from the gamma distribution. The critical values of the proposed statistic are evaluated through extensive simulations of the unit-scaled gamma distributions and computations. The empirical powers of the statistic are obtained and compared with some well-known tests for the gamma distribution, and the results show that the proposed statistic can be recommended as a test for the gamma distribution.

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