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Contents of issue 2021 / 19 / 1:

2021 / 19 / 1 (1) - DOI: 10.5485/TMCS.2021.0517 - p. 1-15
Attila Körei, Szilvia Szilágyi and Zsuzsanna Török: Integrating Didactic Games in Higher Education: Benefits and Challenges
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2021 / 19 / 1 (2) - DOI: 10.5485/TMCS.2021.0518 - p. 17-33
Gábor Árpád Németh and Péter Sótér: Teaching performance testing
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2021 / 19 / 1 (3) - DOI: 10.5485/TMCS.2021.0519 - p. 35-55
Kinga Szűcs: Zur Veränderung des Stellenwertesvon Beweisen im Mathematikunterricht - eine Analyse von ungarischen Abiturprüfungenzwischen 1981 und 2020
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2021 / 19 / 1 (4) - DOI: 10.5485/TMCS.2021.0520 - p. 57-76
Ödön Vancsó und Hana Burian: Wichtige Momente aus der ungarischen Geschichte des Analysisunterrichts
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2021 / 19 / 1 (5) - DOI: 10.5485/TMCS.2021.0521 - p. 77-101
Anna Szlávi and Péter Bernát: Young women's barriers to choose IT and methods to overcome them - A case study from Hungary
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2021 / 19 / 1 (6) - DOI: 10.5485/TMCS.2021.0522 - p. 103-117
Rita Kiss-György and Miklós Hoffmann: Artworks as illustrations in Hungarian high school Mathematics textbooks
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2021 / 19 / 1 (7) - DOI: 10.5485/TMCS.2021.0523 - p. 119-131
András Ferenc Dukán, Katalin Fried and Csaba Szabó: The time spent on board games pays off : links between board game playing and competency motivation
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2021 / 19 / 1 (8) - DOI: 10.5485/TMCS.2021.0525 - p. 133-161
Agnese Ilaria Telloni and Nicolina Antonia Malara: A constructive and metacognitive teaching path at university level on the Principle of Mathematical Induction: focus on the students' behaviours, productions and awareness
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