{"id":64078,"date":"2020-02-28T11:55:53","date_gmt":"2020-02-28T08:55:53","guid":{"rendered":"https:\/\/azbuki.bg\/?p=64078"},"modified":"2023-08-25T17:22:45","modified_gmt":"2023-08-25T14:22:45","slug":"kkk","status":"publish","type":"post","link":"https:\/\/bel.azbuki.bg\/en\/matematics\/sadarzhanie-na-sp-matematika-i-informatika-2020-g\/kkk\/","title":{"rendered":"Mathematics and Informatics, Number 1\/2020, Volume 63"},"content":{"rendered":"
Editorial Board<\/a><\/span><\/h6>\n

EDITORIAL (English below)<\/strong><\/span><\/h3>\n

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\n

EDUCATIONAL MATTERS<\/span><\/strong><\/h3>\n

Features of Using Kodu Game Lab in Teaching Programming in Elementary School<\/h4>\n

Abstract<\/strong>. The article presents the research results on the development of methodological approaches to the propaedeutics programming in primary school using Kodu Game Lab environment. The authors have considered a variety of current trends in primary education programming, and in addition,connection between learning programming with the development of computer thinking, the formation of a \u201cnew literacy\u201d and the achievement of the results of primary education. The authors identify seven methodological aspects of using Kodu Game Lab and give examples of their implementation. In addition, the article takes into account the lack of sufficient statistical support for the analysis of the effectiveness of the implementation of the developed approaches and formulates further ways of research. But also brings the arguments in favor of the use of the above methodological approaches.
\nKeywords<\/em>: computer science; primary school; programming; propedeutics of programming; Kodu Game Lab<\/p>\n

1)Adel Kaplan, 2)Dmitry Pavlov, 3)Myrad Myradov<\/strong>
\nState Educational Institution \u201cSchool \u2116 2009\u201d \u2013 Moscow (Russia)<\/em>
\n2)Moscow State Pedagogical University \u2013 Moscow (Russia)<\/em>
\n3)State Educational Institution \u201cSchool \u2116 1190\u201d \u2013 Moscow (Russia)<\/em><\/p>\n

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 <\/p>\n

Integrated Didactical Model for the Formation and Development of Mathematical Skills at the Pre-Secondary Stage of the Basic Education<\/h4>\n

Abstract.<\/strong> Three author\u2019s didactical models are presented, which are applied in the elementary level of the basic educational degree, which can be used by educators for the optimization of the process of forming and developing mathematical skills, which are necessary in the modern society. The models are probated with fifth grade students.
\nThe Multimedia formation of mathematical skills model benefits for the acquisition of new knowledge and skills through multimedia tutorials that provide multivariate presentation and assimilation of information across multiple sensory channels. The developed model for compilation of mathematical problems with spread sheets \u2013 Generation of problems by Excel is applicable to all stages of education. The two models are integrated into a synergistic model\u2013 Multimedia learning and generating problems.
\nKeywords:<\/em> integrated didactical model; formation and development of mathematical skills; multimedia learning; generating mathematical problems; Microsoft Excel<\/p>\n

Desislava Georgieva<\/strong>
\nSt. Cyril and St. Methodius University of Veliko Turnovo<\/em><\/p>\n

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 <\/p>\n

Intergrating the Curriculum in Mathematics and Technologies and Entrepreneurship in 5th Grade<\/h4>\n

Abstract.<\/strong> The present paper analyzes the State Educational Standards, the State Educational Requirements and the school programs in Mathematics and Technologies and entrepreneurship in the 5th grade with respect to the real possibilities for integrating knowledge in Mathematics and Technologies and entrepreneurship. A concrete option for implementing an integrated learning process is proposed.
\nKeywords:<\/em> mathematics; technology and entrepreneurship; interrelationships; integration; motivation<\/p>\n

Kostadin Petleskov<\/strong>
\n\u201cOtets Paisii\u201d School Stamboliiski, Bulgaria<\/em><\/p>\n

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 <\/p>\n

\n

EDUCATIONAL TECHNOLOGIES<\/strong><\/span><\/h3>\n

Gender Issues in Virtual Training for Mathematical Kangaroo Contest<\/h4>\n

Abstract.<\/strong> In today\u2019s technologically enhanced world, mathematics competitions have become accessible to more boys and girls interested in challenging tasks. In previous studies, we were focused on the issue of attracting girls to mathematics generally, and math competitions specifically. We found that boys showed better results. Furthermore, across all five grades (2 \u2013 6), the girls\u2019 performance on some tasks was better than that of the boys. Further investigation is required to ascertain the existence of a particular trend, and the possible underlying factors. In this paper we present gender-related issues pertinent to virtual training for the Israeli Mathematical Kangaroo Contest in Grades 5 and 6. We evaluated whether any differences existed in participation patterns between boys and girls, and their performance in online problem-solving programmes.
\nKeywords:<\/em> gender; online mathematics competitions; challenge; problem-solving<\/p>\n

1,2) Mark Applebaum, 1)Erga Heller, 1)Lior Solomovich, 1)Judith Zamir
\n<\/strong>1) Kaye Academic College of Education \u2013 Beer Sheva (Israel)<\/em>
\n2) The RANGE Centre, University of Haifa \u2013 Haifa (Israel)<\/em><\/p>\n

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 <\/p>\n

Analysis of the Problems and the Performance of the 11th and 12th Grade Students in the XIX Mathematical Tournament \u201cPerperikon\u201d]<\/h4>\n

Abstract.<\/strong> The paper presents the problems for XI and XII grades from the 19th Mathematical Tournament \u201cPerperikon\u201d, held in the city of Kardzhali on November 30, 2019. Methodological solutions of the problems are proposed. An analysis of the results achieved by the participants is done and the level of their preparation for such type of mathematical competitions is assessed.
\nKeywords:<\/em> \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435; \u043c\u0430\u0442\u0435\u043c\u0430\u0442\u0438\u0447\u0435\u0441\u043a\u0438 \u0441\u044a\u0441\u0442\u0435\u0437\u0430\u043d\u0438\u044f<\/p>\n

1) Sava Grozdev, 2) Rosen Nikolaev, 3) Tanka Milkova<\/strong>
\n1) University of Finance, Business and Entrepreneurship<\/em>
\n2,3) Varna University of Economics, Varna, Bulgaria<\/em><\/p>\n

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 <\/p>\n

Klamkin\u2018s Inequality and its Application<\/h4>\n

Abstract.<\/strong> In this paper we consider a very useful inequality that Murray Klamkin1) proved in 1975 (Uldmkin, 1975). The inequality has many applications, proving new inequalities included. A proof and some applications are proposed.
\nKeywords:<\/em> Klamkin\u2018s inequality; triangle sides; scalar product; law of cosines; application; examples<\/p>\n

\u0160efket Arslanagi\u0107, Daniela Zubovi\u0107<\/strong>
\nUniversity of Sarajevo (Bosnia and Herzegovina)<\/em><\/p>\n

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 <\/p>\n

\u00a0Some Applications of Spiral Similarity<\/h4>\n

Abstract.<\/strong> Same basic properties of spiral similarity are considered. Their applications are discussed in generalizing well known plane geometry problems and a problem from the 60th International Mathematical Olympiad paper.
\nKeywords:<\/em> geometric transformation; homothety; spiral similarity; IMO problem; solution<\/p>\n

1) Sava Grozdev, 2) Veselin Nenkov<\/strong>
\n1)University of Finance, Business Entrepreneurship \u2013 Sofia, Bulgaria<\/em>
\n2)\u201cNikola Vaptsarov\u201d Naval Academy \u2013 Varna, Bulgaria<\/em><\/p>\n

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 <\/p>\n

\n

CONTEST PROBLEMS<\/span><\/h4>\n

Solutions of the Contest Problems from Issue 2, 2019<\/h4>\n

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<\/h4>\n

Contest Problems of this Issue<\/h4>\n

Open the full text<\/a><\/span><\/p>","protected":false},"excerpt":{"rendered":"

\u0420\u0435\u0434\u0430\u043a\u0446\u0438\u043e\u043d\u043d\u0430 \u043a\u043e\u043b\u0435\u0433\u0438\u044f \u041a\u042a\u041c \u0427\u0418\u0422\u0410\u0422\u0415\u041b\u042f \u041e\u0442\u0432\u043e\u0440\u0438 \u043f\u044a\u043b\u043d\u0438\u044f \u0442\u0435\u043a\u0441\u0442 \u041d\u0410\u0423\u0427\u041d\u041e-\u041c\u0415\u0422\u041e\u0414\u0418\u0427\u0415\u0421\u041a\u0418 \u0421\u0422\u0410\u0422\u0418\u0418 Features of Using Kodu Game Lab in Teaching Programming in Elementary School Abstract. The article presents the research results on the development of methodological approaches to the propaedeutics programming in primary school using Kodu Game Lab environment. The authors have considered a variety of current trends […]<\/p>","protected":false},"author":124332423427287,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"subtitle":"","format":"standard","video":"","gallery":"","source_name":"","source_url":"","via_name":"","via_url":"","override_template":"0","override":[{"single_blog_custom":"","parallax":"0","fullscreen":"0","sidebar":"","second_sidebar":"","sticky_sidebar":"0","share_position":"","share_float_style":"","show_share_counter":"0","show_view_counter":"0","show_featured":"0","show_post_meta":"0","show_post_author":"0","show_post_author_image":"0","show_post_date":"0","post_date_format":"","post_date_format_custom":"","show_post_category":"0","show_post_reading_time":"0","post_reading_time_wpm":"","show_post_tag":"0","show_prev_next_post":"0","show_popup_post":"0","number_popup_post":"1","show_author_box":"0","show_post_related":"0","show_inline_post_related":"0"}],"override_image_size":"0","image_override":[{"single_post_thumbnail_size":"","single_post_gallery_size":""}],"trending_post":"0","trending_post_position":"","trending_post_label":""},"jnews_primary_category":{"id":""}},"categories":[4034],"tags":[],"yoast_head":"\n\u0421\u043f. \u201e\u041c\u0430\u0442\u0435\u043c\u0430\u0442\u0438\u043a\u0430 \u0438 \u0438\u043d\u0444\u043e\u0440\u043c\u0430\u0442\u0438\u043a\u0430\u201c, \u043a\u043d\u0438\u0436\u043a\u0430 1\/2020, \u0433\u043e\u0434\u0438\u043d\u0430 LXIII - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bel.azbuki.bg\/matematics\/sadarzhanie-na-sp-matematika-i-informatika-2020-g\/kkk\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u0421\u043f. \u201e\u041c\u0430\u0442\u0435\u043c\u0430\u0442\u0438\u043a\u0430 \u0438 \u0438\u043d\u0444\u043e\u0440\u043c\u0430\u0442\u0438\u043a\u0430\u201c, \u043a\u043d\u0438\u0436\u043a\u0430 1\/2020, \u0433\u043e\u0434\u0438\u043d\u0430 LXIII - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"\u0420\u0435\u0434\u0430\u043a\u0446\u0438\u043e\u043d\u043d\u0430 \u043a\u043e\u043b\u0435\u0433\u0438\u044f \u041a\u042a\u041c \u0427\u0418\u0422\u0410\u0422\u0415\u041b\u042f \u041e\u0442\u0432\u043e\u0440\u0438 \u043f\u044a\u043b\u043d\u0438\u044f \u0442\u0435\u043a\u0441\u0442 \u041d\u0410\u0423\u0427\u041d\u041e-\u041c\u0415\u0422\u041e\u0414\u0418\u0427\u0415\u0421\u041a\u0418 \u0421\u0422\u0410\u0422\u0418\u0418 Features of Using Kodu Game Lab in Teaching Programming in Elementary School Abstract. The article presents the research results on the development of methodological approaches to the propaedeutics programming in primary school using Kodu Game Lab environment. 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The article presents the research results on the development of methodological approaches to the propaedeutics programming in primary school using Kodu Game Lab environment. 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