@article{MTMT:34081420,
	title = {Elementary Algorithms – Prefix Sum},
	url = {https://m2.mtmt.hu/api/publication/34081420},
	author = {Menyhárt, László and Zsakó, László},
	journal-iso = {OLYMP INFORM},
	journal = {OLYMPIADS IN INFORMATICS},
	volume = {17},
	unique-id = {34081420},
	issn = {1822-7732},
	year = {2023},
	eissn = {2335-8955},
	pages = {53-64},
	orcid-numbers = {Menyhárt, László/0000-0002-1574-4454; Zsakó, László/0000-0002-4614-1509}
}

@book{MTMT:33271403,
	title = {INFODIDACT 2022. 15. Informatika Szakmódszertani Konferencia},
	url = {https://m2.mtmt.hu/api/publication/33271403},
	isbn = {9786158060868},
	editor = {Szlávi, Péter and Zsakó, László},
	publisher = {Webdidaktika az Oktatásért és az Információs Társadalomért Alapítvány},
	unique-id = {33271403},
	year = {2023},
	orcid-numbers = {Szlávi, Péter/0000-0002-2899-3767; Zsakó, László/0000-0002-4614-1509}
}

@inproceedings{MTMT:32640555,
	title = {Elemi algoritmusok – prefix összegzés},
	url = {https://m2.mtmt.hu/api/publication/32640555},
	author = {Menyhárt, László and Zsakó, László},
	booktitle = {INFODIDACT 2021},
	unique-id = {32640555},
	year = {2022},
	pages = {69-78},
	orcid-numbers = {Menyhárt, László/0000-0002-1574-4454; Zsakó, László/0000-0002-4614-1509}
}

@book{MTMT:32575660,
	title = {INFODIDACT 2021. 14. Informatika Szakmódszertani Konferencia},
	url = {https://m2.mtmt.hu/api/publication/32575660},
	isbn = {9786158060851},
	editor = {Szlávi, Péter and Zsakó, László},
	publisher = {Webdidaktika az Oktatásért és az Információs Társadalomért Alapítvány},
	unique-id = {32575660},
	year = {2022},
	orcid-numbers = {Szlávi, Péter/0000-0002-2899-3767; Zsakó, László/0000-0002-4614-1509}
}

@article{MTMT:32829822,
	title = {Didactic Connection between Spreadsheet and Teaching Programming},
	url = {https://m2.mtmt.hu/api/publication/32829822},
	author = {Törley, Gábor and Zsakó, László and Bernát, Péter},
	doi = {10.30958/ajte.9-2-1},
	journal-iso = {ATHENS JOURNAL OF TECHNOLOGY & ENGINEERING},
	journal = {ATHENS JOURNAL OF TECHNOLOGY & ENGINEERING},
	volume = {9},
	unique-id = {32829822},
	issn = {2241-8237},
	abstract = {When we talk about problem-solving skills, then, generally, programming comes to our minds as an activity that can develop algorithmic thinking and abstraction. Regarding the spreadsheet, the software application area could be
		our first, and mathematics could be our second thought. When spreadsheets and programming are mentioned together, programming of macros is in focus, which is in fact programming. In this paper, we want to focus on how these two
		areas impact each other, and we want to emphasize that the spreadsheet is an efficient tool to develop algorithmic thinking. Moreover, there is more “crosstalk” between these two tools. This paper will show through examples
		that there is a two-way connection between spreadsheet and programming; that is why it can be useful to build the concepts of these two topics mutually on each other.},
	keywords = {Problem solving; programming; Teaching methodologies; spreadsheet; algorithmic thinking},
	year = {2022},
	eissn = {2407-9995},
	pages = {77-94},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509; Bernát, Péter/0000-0002-3759-264X}
}

@book{MTMT:32480191,
	title = {Proceedings of XXXIV. DidMatTech 2021 Conference. New Methods and Technologies in Education, Research and Practice},
	url = {https://m2.mtmt.hu/api/publication/32480191},
	isbn = {9789634894131},
	editor = {Abonyi-Tóth, Andor and Stoffa, Veronika and Zsakó, László},
	publisher = {ELTE Faculty of Informatics; Eötvös Loránd Tudományegyetem Informatikai Kar},
	unique-id = {32480191},
	year = {2021},
	orcid-numbers = {Abonyi-Tóth, Andor/0000-0001-7629-0233; Zsakó, László/0000-0002-4614-1509}
}

@article{MTMT:31872948,
	title = {Task variations for backtrack},
	url = {https://m2.mtmt.hu/api/publication/31872948},
	author = {Menyhárt, László and Zsakó, László},
	doi = {10.5485/TMCS.2020.0511},
	journal-iso = {TEACH MATH COMP SCI},
	journal = {TEACHING MATHEMATICS AND COMPUTER SCIENCE},
	volume = {18},
	unique-id = {31872948},
	issn = {1589-7389},
	year = {2021},
	eissn = {2676-8364},
	pages = {107-120},
	orcid-numbers = {Menyhárt, László/0000-0002-1574-4454; Zsakó, László/0000-0002-4614-1509}
}

@inproceedings{MTMT:32504807,
	title = {Mathematics and Programming in Teaching Number Theory},
	url = {https://m2.mtmt.hu/api/publication/32504807},
	author = {Szabó, Zsanett and Zsakó, László},
	booktitle = {Proceedings of XXXIV. DidMatTech 2021 Conference},
	unique-id = {32504807},
	abstract = {Programming and mathematics are closely linked, as both have a strong role in problem-solving thinking and in using different algorithms. There are many skills that are relevant to both mathematics and programming. Given the interdependence of the subjects, it is worth looking at the topics that are covered in both programming and mathematics lessons in terms of sequencing. In this article, the topic of number theory is examined from the perspectives of the sequencing and content. Number theory is relatively important at the beginning of teaching programming and programming competitions also tend to frequently include tasks based on number theory.
		In this article, we examine which concepts of number theory are discussed in mathematical textbooks and the curriculum in different grades. We show examples of related algorithmic and programming tasks as well. In this way, we show which programming tasks related to number theory can be set for different age groups without any explanation of the mathematical background. By solving these tasks, students are able to focus on the algorithmic and programming aspect to be learned rather than on understanding the mathematical content.},
	keywords = {Number theory; Programming tasks; Mathematics teaching; teaching programming; beginner programming},
	year = {2021},
	pages = {28-53},
	orcid-numbers = {Zsakó, László/0000-0002-4614-1509}
}

@article{MTMT:32156178,
	title = {The Role of Variable in Programming: Examples and Methodology},
	url = {https://m2.mtmt.hu/api/publication/32156178},
	author = {Törley, Gábor and Zsakó, László},
	doi = {10.36427/CEJNTREP.3.2.1436},
	journal-iso = {CEJ-NETREP},
	journal = {CENTRAL-EUROPEAN JOURNAL OF NEW TECHNOLOGIES IN RESEARCH EDUCATION AND PRACTICE},
	volume = {3},
	unique-id = {32156178},
	abstract = {One of the hardest notions to define in programming is the variable and the related command of assignment. In our opinion, it is exactly these difficulties that are responsible for the reluctance towards programming. The reason for this, according to us and others [7], is the multifunctional nature of the variable: it can be used for various purposes. Its concept “in our heads” and in the programming languages is markedly different in this respect.},
	year = {2021},
	eissn = {2676-9425},
	pages = {60-72},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509}
}

@{MTMT:32242308,
	title = {Didactic Connection between Spreadsheet and Programming Teaching},
	url = {https://m2.mtmt.hu/api/publication/32242308},
	author = {Törley, Gábor and Zsakó, László and Bernát, Péter},
	booktitle = {Abstract Book 23rd Annual International Conference on Education 17-20 May 2021, Athens, Greece},
	unique-id = {32242308},
	abstract = {When we talk about problem-solving skills, then generally,
		programming comes into our minds as an activity that can develop
		algorithmic thinking and abstraction skill. Regarding the spreadsheet,
		the software application area could be our first, and mathematics could
		be our second thought. When spreadsheets and programming are
		mentioned together, then programming of macros is in focus, which is
		rather programming.
		In this paper, we want to focus on how these two areas impact each
		other, and we want to emphasize that spreadsheet is an efficient tool to
		develop algorithmic thinking. Moreover, there is more ―crosstalk‖
		between these two tools.
		The spreadsheet requires a function-like way of thinking
		(introduction to functional programming), but its classical functions
		(sum, maximum, etc.) are essential algorithm schemas (programming
		theorems) as well. Some functions can be understood if we imagine the
		algorithm of their execution (for example, VLOOKUP). Parametrizing
		functions and nested functions can support the understanding of
		parametrizing and parameter passing in conventional programming
		languages.
		Spreadsheet is a proper tool to introduce the concept of scalar,
		array, matrix, and indexing, which are essential data structures of
		programming. The introduction of base data types is also supported by
		this tool. In case of advanced spreadsheet, array formulas can map all
		the schema-algorithms (programming theorems), and there can be a
		connection among array formulas and post-conditions of programming
		theorems.
		This paper will show through examples that there is a two-way
		connection between spreadsheet and programming; that is why it can
		be useful to build the concepts of these two topics mutually on each
		other.},
	year = {2021},
	pages = {32-33},
	orcid-numbers = {Törley, Gábor/0000-0002-0496-9367; Zsakó, László/0000-0002-4614-1509; Bernát, Péter/0000-0002-3759-264X}
}