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Contents of issue 2020 / 18 / 4:

2020 / 18 / 4 (1) - DOI: 10.5485/TMCS.2020.0476 - p. 183-195
Maria G. Bartolini Bussi: Mathematical Laboratory: Semiotic mediation and cultural artefacts in the mathematics classroom
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2020 / 18 / 4 (2) - DOI: 10.5485/TMCS.2020.0502 - p. 197-206
Richard Cabassut and Antoine Fenech: Manipulatives and semiotic tools of Game of Go as playful and creative activity to learn mathematics in early grades in France
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2020 / 18 / 4 (3) - DOI: 10.5485/TMCS.2020.0498 - p. 207-216
Eleonóra Stettner and György Emese: The tools for developing a spatial geometric approach
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2020 / 18 / 4 (4) - DOI: 10.5485/TMCS.2020.0493 - p. 217-228
Anna Kiss: Prime building blocks in the mathematics classroom
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2020 / 18 / 4 (5) - DOI: 10.5485/TMCS.2020.0507 - p. 229-240
Ecaterina Pacurar, Claude-Alexandre Magot, Richard Cabassut and Yohan Solon: Virtual manipulatives in inquiry-based approach of 3D problems by French 5th graders
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2020 / 18 / 4 (6) - DOI: 10.5485/TMCS.2020.0474 - p. 243-258
Viviane Durand-Guerrier: Some logical issues in discrete mathematics and algorithmic thinking
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2020 / 18 / 4 (7) - DOI: 10.5485/TMCS.2020.0504 - p. 259-293
Manfred Borovcnik: Many paths lead to statistical inference Should teaching it focus on elementary approaches or reflect this multiplicity?
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2020 / 18 / 4 (8) - DOI: 10.5485/TMCS.2020.0486 - p. 295-305
Katalin Fried, István Fekete and Péter Princz: Better understanding mathematics by algorithmic thinking and computer programming
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2020 / 18 / 4 (9) - DOI: 10.5485/TMCS.2020.0494 - p. 307-316
Ödön Vancsó and Péter Princz: Integrating elements of data science into high-school teaching: Naïve Bayes-classification algorithm and programming in Python
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2020 / 18 / 4 (10) - DOI: 10.5485/TMCS.2020.0481 - p. 317-326
Pierre Esclafit, Simon Modeste and Nicolas Saby: A Nim like game and a machine that plays it: a learning situation at the interface of mathematics and computer science
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2020 / 18 / 4 (11) - DOI: 10.5485/TMCS.2020.0497 - p. 327-336
Vlasta Moravcová and Jana Hromadová: Straight line or line segment? Students’ concepts and their thought processes
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2020 / 18 / 4 (12) - DOI: 10.5485/TMCS.2020.0499 - p. 337-346
Ján Gunčaga, László Budai and Tibor Kenderessy: Visualisation in geometry education as a tool for teaching with better understanding
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2020 / 18 / 4 (13) - DOI: 10.5485/TMCS.2020.0479 - p. 347-358
Tímea Karika: Rational errors in learning fractions among 5th grade students
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