<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Natalia M. Mezhennaya</style></author><author><style face="normal" font="default" size="100%">Oleg V. Pugachev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON PERCEPTION OF COMPUTER ALGEBRA SYSTEMS AND MICROSOFT EXCEL BY ENGINEERING STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer algebra system</style></keyword><keyword><style  face="normal" font="default" size="100%">education statistics</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering education</style></keyword><keyword><style  face="normal" font="default" size="100%">Mathcad</style></keyword><keyword><style  face="normal" font="default" size="100%">Mathematica</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical education</style></keyword><keyword><style  face="normal" font="default" size="100%">MATLAB</style></keyword><keyword><style  face="normal" font="default" size="100%">Microsoft Excel</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1561382162.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research presents the analysis of image of the popular program packages: CAS (Computer Algebra Systems) Matlab, Mathcad, Mathematica, and the spreadsheet ‘Microsoft Excel’ among students of engineering specializations studying in Bauman Moscow State Technical University (BMSTU). The research has explored perception of program packages by all students (N=164), and by male students (N=110) and female students (N=54) separately. Image of the program packages, convenience of their interfaces, usage scenarios, and applicability for solution of tasks of certain types have been explored via questioning the students. Moreover, the students assessed likelihood of using the programs in the future. It was established that all the program packages under consideration can be successfully used in the process of education, but some of them (Matlab and Mathematica) require additional lessons to learn their interface and peculiarities. Gender differences in perception of the program packages do not determine the education outcomes. The differences of perception of the programs are mainly caused by their popularity and the students’ skills of using certain programs. The following gender differences have been detected: in the female students’ sample, the programs Mathcad and Excel are leading, Matlab is performed a little worse; Matlab is associated with the statement “difficult / inconvenient interface”. In the male students’ sample, the three programs Matlab, Mathcad, and Microsoft Excel got nearly equal grades. Female students estimate future usage of Microsoft Excel higher than male students do. The CAS Mathematica takes the lowest places for both samples; as a possible cause of such result, it has been found that Mathematica is not widespread as compared to the other programs under consideration.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">379-395</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Natalia M. Mezhennaya</style></author><author><style face="normal" font="default" size="100%">Oleg V. Pugachev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON THE RESULTS OF USING INTERACTIVE EDUCATION METHODS IN TEACHING PROBABILITY THEORY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">CAS Mathematica</style></keyword><keyword><style  face="normal" font="default" size="100%">CAS – computer algebra system</style></keyword><keyword><style  face="normal" font="default" size="100%">education outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">education statistics</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical education</style></keyword><keyword><style  face="normal" font="default" size="100%">probability theory</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1540320285.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The impact of a complex of interactive computer algebra system (CAS) based methods with usage of supplementary education materials (e.g., interactive presentations, computer modeling patterns and supplementary home tasks prepared in CAS Mathematica) on the education outcomes in the subject “Probability theory and mathematical statistics” was estimated. A comparative analysis of education outcomes for two groups of third-year students of engineering specialization taught in Bauman Moscow State Technical University was carried out. Group I of 72 students was taught in the year 2016-17 using teaching methods including only lectures and seminars, without usage of supplementary interactive materials. A written control work was chosen as a tool of examination; its results were used as a means of assessment of education outcomes achieved by the students in the first module “Probability theory” of the semester course. The results demonstrated by Group I proved not to be satisfactory for achieving the aims of education: successful continuation of learning the next modules, and further usage in professional practice. After detailed analysis of the students’ works and interviewing them, the basic difficulties in understanding and interpretation of the tasks were clarified. Consequently, Group II of 70 students taught in the year 2017-18 in the same specialization as Group I, was provided with new variants of home tasks and supplementary sets of interactive materials to study on lectures and seminars, as well as for independent study at home. The students of Group II have demonstrated significantly higher outcomes as compared to the students of Group I.  </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">678-692</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jiří  Břehovský</style></author><author><style face="normal" font="default" size="100%">Petr  Emanovský</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON USAGE OF INDUCTIVE APPROACH IN MATHEMATICAL TEXTBOOKS AT SECONDARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mathematical education</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical textbook</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406540074.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">31</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Quality of mathematical education is very actual didactic issue at present. One possibility how to increase it is a use of unconvencional experimentally inductive approach. The appropriate textbook then can be a useful helper for teacher who intends to apply this approach. There are given an analysis of the usage of inductive and deductive approach in mathematical textbooks here. The research was focused on the content of mathematics textbooks for secondary school, on their interpretative and exercise text components, respectively. The main interest was to explore the representation of inductive and deductive methods in interpretation of the mathematics textbooks and to measure the content of the exercises whose student's solution requires the use of heuristic approaches. The results of the analysis show that each author prefers a different approach to interpretation which is used in the writing of textbooks. Interpretative means most contained in all the textbooks are a direct interpretation with the motivation (34.4%), a direct interpretation without motivation (31%) and an indirect interpretation with the motivation (24.5%). Inductive and deductive interpretative means are only rarely represented in all the textbooks. The highest rate was registred in the case of task using interpretation with the motivation (7%).</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">33-44</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Petr  Emanovský</style></author><author><style face="normal" font="default" size="100%">Jiří  Břehovský</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON EFFECTIVITY OF INDUCTIVE METHODS IN MATHEMATICAL EDUCATION AT SECONDARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mathematical education</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical research</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400515143.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Effectivity and quality of mathematical education at secondary school is always very actual didactic topic. One way how to increase them is using unconvencional experimentally inductive methods. There are described the methods as well as process and results of research conected with this problem there. The aim of the research was to check possibilities of using of modern unconvencional methods for more effective mathematical education at secondary school. The inductive methods are compared with the traditional ones when students get completed knowledge without any derivation or proof. Using Students t-test and F-test were verified two hypotheses. The first hypothesis that the experimentally inductive approach and methods in mathematical education at secondary school are more effective and interesting for students than the traditional methods was validated. The second hypothesis which supposed longer persistence of knowledge obtained by the inductive methods was not validated.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">25-32</style></section></record></records></xml>