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Csernoch, Mária; Biró, Piroska – Acta Didactica Napocensia, 2016
Sprego is programming with spreadsheet functions. The present paper provides introductory Sprego examples which have so far only been available in Hungarian. Spreadsheet environments offer both a programming tool which best serves beginner and end-user programmers' interest, and an approach which lightens the burden of coding and language details.…
Descriptors: Programming, Spreadsheets, Instruction, Problem Solving
OECD Publishing, 2016
Socio-economically advantaged and disadvantaged students are not equally exposed to mathematics problems and concepts at school. Exposure to mathematics at school has an impact on performance, and disadvantaged students' relative lack of familiarity with mathematics partly explains their lower performance. Widening access to mathematics content…
Descriptors: Economically Disadvantaged, Equal Education, Educational Opportunities, Access to Education
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Peter-Szarka, Szilvia – Electronic Journal of Research in Educational Psychology, 2012
The concept of creativity has been the subject of much research since the 1950s. These theories mainly focus on the individual, personal characteristics of creativity. However, in the past few decades this person-centered spectrum of creativity has been broadened, and today we encounter several theories that emphasize the importance of…
Descriptors: Foreign Countries, Creativity, Classroom Environment, Context Effect
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Barczi, Krisztina – Center for Educational Policy Studies Journal, 2013
Teaching how to solve problems--from solving simple equations to solving difficult competition tasks--has been one of the greatest challenges for mathematics education for many years. Trying to find an effective method is an important educational task. Among others, the question arises as to whether a method in which students help each other might…
Descriptors: Problem Solving, Teaching Methods, Cooperative Learning, Mathematics Instruction
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Ahlberg, Ann; Csocsan, Emmy – Journal of Visual Impairment & Blindness, 1999
A study investigated elementary mathematical strategies used by 25 Hungarian children (ages 5 through 9) who are blind. Children dealt with numbers in five ways and experienced numbers in four ways. Although the children went through typical stages of development, their ways of dealing with numbers had some specific characteristics. (Author/CR)
Descriptors: Blindness, Developmental Stages, Elementary Education, Elementary School Mathematics