TY - CHAP AU - Kiss, Márton AU - Herendiné Kónya, Eszter ED - Drijvers, P. ED - Csapodi, Csaba ED - Palmér, H. ED - Gosztonyi, Katalin ED - Herendiné Kónya, Eszter TI - Analysis of metacognitive activities in pre-service teachers’ lessons – case study T2 - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) PB - Alfréd Rényi Institute of Mathematics, Hungarian Academy of Sciences CY - Budapest SN - 9789637031045 PY - 2024 SP - 3602 EP - 3603 PG - 2 UR - https://m2.mtmt.hu/api/publication/34804358 ID - 34804358 LA - English DB - MTMT ER - TY - CHAP AU - Maria, Alessandra Mariotti AU - Herendiné Kónya, Eszter AU - Kovács, Zoltán ED - Drijvers, P. ED - Csapodi, Csaba ED - Palmér, H. ED - Gosztonyi, Katalin ED - Herendiné Kónya, Eszter TI - Conceptualising the regular pentagon in collaborative argumentation T2 - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) PB - Alfréd Rényi Institute of Mathematics, Hungarian Academy of Sciences CY - Budapest SN - 9789637031045 PY - 2024 SP - 176 EP - 183 PG - 8 UR - https://m2.mtmt.hu/api/publication/34783847 ID - 34783847 LA - English DB - MTMT ER - TY - BOOK ED - Lócska, Orsolya Dóra ED - Herendiné Kónya, Eszter TI - Matematika és Informatika Didaktikai Kutatások 2024 PB - Debreceni Egyetem Matematika- és Számítástudományok Doktori Iskola CY - Debrecen PY - 2024 SP - 68 SN - 9789634905721 UR - https://m2.mtmt.hu/api/publication/34764621 ID - 34764621 LA - English DB - MTMT ER - TY - CHAP AU - Báró, Emőke AU - Kovács, Zoltán AU - Herendiné Kónya, Eszter ED - Drijvers, P. ED - Csapodi, Csaba ED - Palmér, H. ED - Gosztonyi, Katalin ED - Herendiné Kónya, Eszter TI - Students recalling favourite math experience: How does problem- based approach promote mathematical engagement? T2 - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) PB - Alfréd Rényi Institute of Mathematics, Hungarian Academy of Sciences CY - Budapest SN - 9789637031045 PY - 2024 SP - 1400 EP - 1407 PG - 8 UR - https://m2.mtmt.hu/api/publication/34502660 ID - 34502660 LA - English DB - MTMT ER - TY - BOOK ED - Drijvers, P. ED - Csapodi, Csaba ED - Palmér, H. ED - Gosztonyi, Katalin ED - Herendiné Kónya, Eszter TI - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) PB - Alfréd Rényi Institute of Mathematics, Hungarian Academy of Sciences CY - Budapest PY - 2024 SP - 5222 SN - 9789637031045 UR - https://m2.mtmt.hu/api/publication/34502649 ID - 34502649 LA - English DB - MTMT ER - TY - CONF AU - Herendiné Kónya, Eszter AU - Szilágyiné Szinger, Ibolya ED - Zdenka, Kolar-Begović ED - Ružica, Kolar-Šuper ED - Ana, Katalenić TI - On the experience of a problem-posing activity with second grade primary school pupils = Tapasztalatok a második évfolyamos tanulók problémaalkotási tevékenységéről T2 - Program & Book of Abstracts PB - Josip Juraj Strossmayer University of Osijek C1 - Osijek PY - 2023 SP - 53 EP - 54 PG - 2 UR - https://m2.mtmt.hu/api/publication/34547844 ID - 34547844 LA - English DB - MTMT ER - TY - CHAP AU - Herendiné Kónya, Eszter AU - Kovács, Zoltán ED - I., Papadopoulos ED - N., Patsiala TI - The role of procedural and conceptual understanding in problem solving T2 - Proceedings of the 22nd conference on Problem Solving in Mathematics Education PB - Aristotle University of Thessaloniki CY - Thessaloniki SN - 9789602437360 PY - 2023 SP - 97 EP - 111 PG - 15 UR - https://m2.mtmt.hu/api/publication/34118634 ID - 34118634 LA - English DB - MTMT ER - TY - JOUR AU - Kondé, Zoltán AU - Kovács, Zoltán AU - Herendiné Kónya, Eszter TI - Modeling teachers’ reactions to unexpectedness JF - LEARNING AND INSTRUCTION J2 - LEARN INSTR VL - 86 PY - 2023 PG - 10 SN - 0959-4752 DO - 10.1016/j.learninstruc.2023.101784 UR - https://m2.mtmt.hu/api/publication/33899143 ID - 33899143 N1 - Institute of Psychology, Faculty of Art, University of Debrecen, Debrecen, Hungary Institute of Mathematics, Faculty of Computer Science, Eszterházy Károly Catholic University, Eger, Hungary MTA-Rényi-ELTE Research Group in Mathematics Education, Eszterházy tér 1, Eger, 3300, Hungary Institute of Mathematics, Faculty of Science, University of Debrecen, Debrecen, Hungary Export Date: 28 April 2024 CODEN: LEAIE Correspondence Address: Kondé, Z.Pf. 400, Hungary; email: konde.zoltan@arts.unideb.hu LA - English DB - MTMT ER - TY - JOUR AU - Kovács, Zoltán AU - Báró, Emőke AU - Lócska, Orsolya Dóra AU - Herendiné Kónya, Eszter TI - Incorporating Problem-Posing into Sixth-Grade Mathematics Classes JF - EDUCATION SCIENCES J2 - EDUC SCI VL - 13 PY - 2023 IS - 2 PG - 22 SN - 2227-7102 DO - 10.3390/educsci13020151 UR - https://m2.mtmt.hu/api/publication/33611060 ID - 33611060 N1 - Department of Mathematics, Eszterházy Károly Catholic University, Eger, 3300, Hungary MTA-Renyi-ELTE Research Group in Mathematics Education, Alfréd Rényi Institute of Mathematics, P.O. Box 127, Budapest, 1364, Hungary Institute of Mathematics, University of Debrecen, Debrecen, 4032, Hungary Cited By :1 Export Date: 28 April 2024 Correspondence Address: Kovács, Z.; Department of Mathematics, Hungary; email: kovacs.zoltan@uni-eszterhazy.hu AB - Problem-posing is an essential component of mathematics education because, among other reasons, when students are given the opportunity to pose their problems, they can take ownership of their learning and become more engaged in the given subject. Thus, problem-posing can lead to a deeper understanding of the studied mathematical concepts. In a collaborative action research study, the authors explored whether well-structured problem-posing activities could be incorporated into classes with students of mixed ability in mathematics. This question is addressed by examining the correlation between students’ mathematics grades and problem-posing success. The problem-posing approach used in this paper relies on problem solving as a parallel activity. Hence, the study also focuses on the relationship between problem posing and problem solving. The paper presents the results of a classroom experiment with 86 sixth-grade students and their teachers from Hungary and Romania. After evaluating the students’ problem-posing products and problem-solving performances, the results show that problem posing, based on a worked-out model problem, is a feasible challenge for most students. Moreover, this experiment identified a direct relationship between successful problem posing and problem solving. LA - English DB - MTMT ER - TY - CHAP AU - Kiss, Márton AU - Herendiné Kónya, Eszter ED - Jeremy, Hodgen ED - Eirini, Geraniou ED - Giorgio, Bolondi ED - Federica, Ferretti TI - Written test with oral explanation during the pandemic T2 - Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12), Feb 2022, Bozen-Bolzano, Italy PB - Free University of Bozen-Bolzano CY - Bozen SN - 9791221025378 PY - 2022 SP - 3835 EP - 3842 PG - 8 UR - https://m2.mtmt.hu/api/publication/33251791 ID - 33251791 LA - English DB - MTMT ER -