Complex Mathematics Education in the 21st Century: Improving Combinatorial Thinking Based on Tamás Varga’s Heritage and Recent Research Results

Vancsó, Ödön; Beregszászi, Eliza; Burian, Hana; Emese, György; Stettner, Eleonóra; Szitányi, Judit

doi:10.1007/978-3-319-70308-4_8

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Four teachers took part and delivered the material to 64 students in their classes. We assessed students' and teachers' attitudes and perceptions regarding the design of the material and the lessons and assessed students' understanding, i.e., the learning outcomes (see Vancsó et al, 2018). We designed the assessment scheme for the study using mixed methods and repeated data collection.…”

Section: Evaluation Methods and Datamentioning

confidence: 99%

Combinatorial Thinking as Key for Introducing Hypothesis Testing—Evaluation of the Planned Secondary-School Reform in Hungary

Tóth¹,

Vancsó²,

Borovcnik³

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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We developed an educational programme to prepare a curricular reform in Hungary. In the framework of this project, we tested and evaluated a new curriculum design relying on combinatorial and probabilistic knowledge and skills. As opposed to inferential statistics, which is not part of secondary education, combinatorial thinking has a rich tradition in secondary education. The idea was to extend combinatorially introduced probability to a wider meaning of general frequencies by using probability to evaluate the credibility of hypotheses. The materials proved to be interesting, motivating, and understandable. Based on pre- and post-tests, students’ probabilistic knowledge improved significantly. It is worth noting that our approach also intensified their understanding about probability apart from the targeted content of hypothesis testing.

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Section: Evaluation Methods and Datamentioning

confidence: 99%

Combinatorial Thinking as Key for Introducing Hypothesis Testing—Evaluation of the Planned Secondary-School Reform in Hungary

Tóth¹,

Vancsó²,

Borovcnik³

2022

Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference

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“…Combinatorics has received considerable attention in the mathematics education research literature within the past few decades (Batanero et al, 1997;Coenen et al, 2018;English, 1991;Hurdle et al, 2016;Lockwood, 2013Lockwood, , 2014Lockwood, , 2022Schuster, 2004;Tillema, 2013). It is also included, to some degree, in the curricula of many countries including Israel, Brazil, Germany, Spain, and Hungary; because of its role in the curricula, considerable work has been done in investigating the teaching and learning of combinatorial topics among students at a variety of ages in these and other countries (Batanero et al, 2005;Borba et al, 2011;Hart & Sandefur, 2018;Höveler, 2018;Vancsó et al, 2018).…”

Section: Combinatorics and Enumerationmentioning

confidence: 99%

Teaching and learning discrete mathematics

Sandefur

Lockwood

Hart

et al. 2022

ZDM Mathematics Education

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In this paper, we provide an overall perspective on the teaching and learning of discrete mathematics. Our aim is to highlight what research has been conducted in this area and to connect it to existing research ideas for future work. We begin by characterizing discrete mathematics and its role in the school curriculum, highlighting themes, topics, and mathematical practices that distinguish discrete mathematics. We then present potential benefits of focusing on discrete mathematics topics for mathematics education; in particular, we discuss the accessibility of topics in discrete mathematics, the connection to mathematical processes and affect, and the relevance of discrete mathematics in our current society. We also emphasize discrete mathematics from an international perspective, highlighting studies from the US, Italy, France, Chile, and Germany, which are across all school levels–primary, middle, and secondary school, and with some implications for post-secondary education. We particularly discuss discrete topics including number theory, combinatorics, iteration and recursion, graph theory, and discrete games and puzzles; we describe and situate these topics within literature. We also suggest the additional topics of game theory and the mathematics of fairness that we hope to see addressed in future studies.

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Complex Mathematics Education in the 21st Century: Improving Combinatorial Thinking Based on Tamás Varga’s Heritage and Recent Research Results

Cited by 2 publications

References 2 publications

Combinatorial Thinking as Key for Introducing Hypothesis Testing—Evaluation of the Planned Secondary-School Reform in Hungary

Combinatorial Thinking as Key for Introducing Hypothesis Testing—Evaluation of the Planned Secondary-School Reform in Hungary

Teaching and learning discrete mathematics

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