TY - CHAP AU - Lócska, Orsolya Dóra AU - Kondé, Zoltán AU - Kovács, Zoltán ED - Drijvers, P. ED - Csapodi, Csaba ED - Palmér, H. ED - Gosztonyi, Katalin ED - Herendiné Kónya, Eszter TI - Rethinking the bridging function of graphical model method in the arithmetic-algebra transition: The issue of strategy choice 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 - 592 EP - 599 PG - 8 UR - https://m2.mtmt.hu/api/publication/34783951 ID - 34783951 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 - 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 - CHAP AU - Oláhné Téglási, Ilona AU - Kovács, Zoltán ED - Kovács, Enikő TI - Interdiszciplináris, eszközhasználatra épülő kurzus hatása a tanár szakos hallgatók motivációjára T2 - Módszerek a fenntarthatóság jegyében PB - Líceum Kiadó CY - Eger SN - 9789634962663 T3 - Pedagógiai és szakmódszertani tanulmányok PY - 2023 SP - 41 EP - 54 PG - 14 DO - 10.46403/Modszerekafenntarthatosagjegyeben.2023.35 UR - https://m2.mtmt.hu/api/publication/34554225 ID - 34554225 LA - Hungarian DB - MTMT ER - TY - CHAP AU - Kovács, Zoltán ED - Zhang, Dan ED - Abdullah, Nor Azura ED - Chua, Puay Huat ED - Santos-Trigo, Manuel ED - Toh, Tin Lam TI - An Approach to Developing the Problem-Posing Skills of Prospective Mathematics Teachers: Focus on the “What if not” Heuristics T2 - Problem Posing and Problem Solving in Mathematics Education PB - Springer Nature Singapore CY - Singapore SN - 9789819972050 PY - 2023 SP - 189 EP - 215 PG - 27 DO - 10.1007/978-981-99-7205-0_11 UR - https://m2.mtmt.hu/api/publication/34473656 ID - 34473656 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 - JOUR AU - Kovács, Zoltán TI - The tradition of problem-posing in Hungarian mathematics teaching JF - TEACHING MATHEMATICS AND COMPUTER SCIENCE J2 - TEACH MATH COMP SCI VL - 20 PY - 2022 IS - 2 SP - 233 EP - 254 PG - 22 SN - 1589-7389 DO - 10.5485/TMCS.2022.0546 UR - https://m2.mtmt.hu/api/publication/33624798 ID - 33624798 LA - English DB - MTMT ER - TY - CHAP AU - Kovács-Kószó, Eszter AU - Herendiné Kónya, Eszter AU - Kovács, Zoltán ED - Jeremy, Hodgen ED - Eirini, Geraniou ED - Giorgio, Bolondi ED - Federica, Ferretti TI - Planning and implementation: the impact of a professional development program on teachers' and learners' oral manifestations 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 - 3410 EP - 3417 PG - 8 UR - https://m2.mtmt.hu/api/publication/33229439 ID - 33229439 LA - English DB - MTMT ER -