This paper discusses the functionality of mathematics textbooks for lower secondary school in Kosovo, as representations of the curriculum. A summary is given of the main orientations and aims of the current Kosovo curriculum for mathematics in lower secondary school. This is followed by an assessment of the level of implementation of the main curriculum objectives within textbook design and an analysis of the nature of the key elements of textbook content that enable curricular objectives to be met. These elements include the use of motivational factors, real and interdisciplinary application of mathematical concepts and content in the expository parts of the text, workedout examples, the use of real and interdisciplinary contexts in the tasks for students to work through individually, problems and problem-solving procedures and strategies, as well as the inclusion of a range of individual and group learning activities. The results of the analysis indicate a huge mismatch between the main curriculum objectives and textbook design. The conclusion is that Kosovan students in lower secondary school are not given adequate opportunities for developing critical mathematical skills and abilities in accordance with the orientations of the national curriculum.
This is a project with objectives to study and to apply the surface of the hardware and software part of the panel with LED diode lamps. Much more is focused on the programming of LED matrix diodes located on 16×96 electronic panels, respectively 16 rows of 96 columns. Also, there is elaborated the study of the mode of operation, composition, coding and use of software for panel diodes. In the focus of all this is the introduction of diode panels in use at "Kadri Zeka" University exactly at the Faculty of Computer Science to provide digital information to students, professors or anyone passing through the premises of the university what is happening inside the classrooms of the Faculty of Computer Science. This happens in real time in accordance with the schedule of lectures and exercises in the respective classrooms of the FCS. In fact, this project explains in detail the concept of LED diodes and microcontrollers, their features, operation, power supply and work with 0 [VDC] and 5 [VDC] voltages, respectively 0 and 1 logic bits. Meanwhile, the project also explains how coding, software building that locks, and unlocks LED diodes on a 96×16 LED diode panel, thereby producing text on the panel (display, screen) in static, mobile, animation or up-down, left and right movements according to the time allocated to the timers of the microcontrollers. Such action achieves the goal of the digitalization project of the classrooms of the Faculty of Computer Science.
The rationale behind this study concerns the issues school administrators and teachers/prospective teachers face over the progress of these students in mathematics classrooms in two different countries (Spain/Catalonia and Kosovo). This study aimed to present a method of examining primary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected geometrical transformations learning across the different curricula. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study. As a main result, we found that the organization of content is based upon a disconnected way of presentation about transformations, and a few attentions paid to variability issues.
Se desarrolla un estudio empírico con los estudiantes para futuros profesores de primaria en dos contextos diferentes, en España y Kosovo.It is significant to note that, even though, the opportunity sample used in this study comprised students from diverse parts of the world, the notion of culture, as it is used in this paper, does not have direct implications to geographical locations from which the learners come. Se ha empleado una práctica didáctica sobre aprender a enseñar las transformaciones geométricas en educación primaria para Iemployed active interviewing to construct narratives with learners about their experience of learning in a British university.construir narrativas de los estudiantes sobre su experiencia de aprender a enseñar las transformaciones geométricas.The interviews were conducted with the assumption that all processes of knowing are socially constituted. Hence, the context, culture as well as the relationship between the researcher and respondents during the interview conversation was supposed to shape the meanings constructed.The study revealed that there are diverse cultural scripts for learning in different cultures. The notion of cultural scripts reflects the generalized action knowledge which informs how people make sense of situations and which also guides their action in particular contexts. El estudio reveló que existen diversas escrituras culturales para el aprender a enseñar las transformaciones geométricas en los dos grupos de participantes de la investigación.
In this paper, we consider the relation of more than four harmonic points in a line. For this purpose, starting from the dependence of the harmonic points, Desargues’ theorems, and perspectivity, we note that it is necessary to conduct a generalization of the Desargues’ theorems for projective complete n-points, which are used to implement the definition of the generalization of harmonic points. We present new findings regarding the uniquely determined and constructed sets of H-points and their structure. The well-known fourth harmonic points represent the special case (n=4) of the sets of H-points of rank 2, which is indicated by P42.
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