Pub Date : 2022-10-28DOI: 10.53656/math2022-5-3-typ
N. Pavlova, Michaela Toncheva
The article presents the results of the approbation of the game “Logic Monsters”. The game is aimed at developing logic thinking and is applicable within various educational subjects. Several different implementations of the game’s basic idea have been proposed. Modifications encompass technological performance and cognitive goals directed at both directions of the task. The study covered a core group of students from four countries, aged 14 – 18. A survey, discussion and observation were conducted with them. Additionally, results from a group of teachers and a group of university students with whom discussions and observations were conducted are also presented. Conclusions are obtained and a classification of the types of “solutions” in the different game modifications is presented. A connection is made between the thinking style and the proposed solutions. Several authentic solutions are presented.
{"title":"Types of Solutions in the Didactic Game “Logical Monsters”","authors":"N. Pavlova, Michaela Toncheva","doi":"10.53656/math2022-5-3-typ","DOIUrl":"https://doi.org/10.53656/math2022-5-3-typ","url":null,"abstract":"The article presents the results of the approbation of the game “Logic Monsters”. The game is aimed at developing logic thinking and is applicable within various educational subjects. Several different implementations of the game’s basic idea have been proposed. Modifications encompass technological performance and cognitive goals directed at both directions of the task. The study covered a core group of students from four countries, aged 14 – 18. A survey, discussion and observation were conducted with them. Additionally, results from a group of teachers and a group of university students with whom discussions and observations were conducted are also presented. Conclusions are obtained and a classification of the types of “solutions” in the different game modifications is presented. A connection is made between the thinking style and the proposed solutions. Several authentic solutions are presented.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76691077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.53656/math2022-5-1-err
Lasko M. Laskov
Errors are an indivisible part of computer programming, and as such their incorporation as a tool in teaching is a natural approach to stimulate learners to be an active side in the educational process. The application of errors as an instrument for illustration of knowledge, and the encouragement of students to learn from them, is the main approach of Error Management Training (EMT). EMT has been shown in number of psychological studies (Frese 1995; Keith & Frese 2008; Dyre et al. 2017) as an efficient teaching technique, even compared to the traditional error-avoidance methods. In this paper we present an application of EMT in computer programming courses, based on different approaches for error handling, which must be an important part of the curriculum.
错误是计算机编程不可分割的一部分，因此，将错误作为一种教学工具结合起来是一种自然的方法，可以激发学习者在教育过程中成为积极的一方。错误管理培训(EMT)的主要方法是将错误作为说明知识的工具，并鼓励学生从中学习。EMT已经在许多心理学研究中得到证实(Frese 1995;Keith & Frese 2008;Dyre et al. 2017)作为一种有效的教学技术，即使与传统的错误避免方法相比也是如此。在本文中，我们提出了EMT在计算机程序设计课程中的应用，基于不同的错误处理方法，这必须是课程的重要组成部分。
{"title":"Error Management Training in Computer Programming Courses through a System of Tasks","authors":"Lasko M. Laskov","doi":"10.53656/math2022-5-1-err","DOIUrl":"https://doi.org/10.53656/math2022-5-1-err","url":null,"abstract":"Errors are an indivisible part of computer programming, and as such their incorporation as a tool in teaching is a natural approach to stimulate learners to be an active side in the educational process. The application of errors as an instrument for illustration of knowledge, and the encouragement of students to learn from them, is the main approach of Error Management Training (EMT). EMT has been shown in number of psychological studies (Frese 1995; Keith & Frese 2008; Dyre et al. 2017) as an efficient teaching technique, even compared to the traditional error-avoidance methods. In this paper we present an application of EMT in computer programming courses, based on different approaches for error handling, which must be an important part of the curriculum.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81151736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.53656/math2022-5-2-sec
Lilyana Gotseva Petkova, Vasilisa Pavlova
This paper is dedicated to the challenges of the use of the most popular content management systems (CMS) in software development. Fundamental information about the selected CMS platforms and vulnerability analysis are introduced. The review is made on CMS like Umbraco, Sitecore, WordPress and Drupal categorized in two groups defined by the technology used for development. And as the IT world changes a lot these brings one constant battle against threats. Therefore, this article will add some vulnerabilities analysis of the selected systems since 2014. Results were grouped by common vulnerabilities of the selected platforms and such specific ones.
{"title":"Security Analysis on Content Management Systems","authors":"Lilyana Gotseva Petkova, Vasilisa Pavlova","doi":"10.53656/math2022-5-2-sec","DOIUrl":"https://doi.org/10.53656/math2022-5-2-sec","url":null,"abstract":"This paper is dedicated to the challenges of the use of the most popular content management systems (CMS) in software development. Fundamental information about the selected CMS platforms and vulnerability analysis are introduced. The review is made on CMS like Umbraco, Sitecore, WordPress and Drupal categorized in two groups defined by the technology used for development. And as the IT world changes a lot these brings one constant battle against threats. Therefore, this article will add some vulnerabilities analysis of the selected systems since 2014. Results were grouped by common vulnerabilities of the selected platforms and such specific ones.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75476884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.53656/math2022-4-5-pra
A. Rybanov
Information systems that use databases are flexible to the extent that they allow users to request the data they need. SQL is limited to precise data processing and does not directly express fuzzy concepts of natural language. Therefore, giving SQL some flexibility can help users improve interaction with information systems without requiring them to learn a completely new language. The task of reducing the labor intensity of the process of integrating the mechanisms of fuzzy requests to existing information systems is urgent. The article shows the limitations of clear queries, considers various forms of fuzzy queries. Known approaches to implementing fuzzy queries to relational databases were analyzed. Provides a detailed analysis of fuzzy queries, as well as their conversion to standard SQL queries using MySQL. The proposed method for implementing the ability to work with fuzzy queries is based on expanding a clear database with stored functions, without changing the structure and composition of its tables. The advantages of the method are: increased readability and understanding of SQL queries; ease of integration with existing databases of information systems; flexible adjustment of the linguistic variable membership function in accordance with the needs of the database user. The application of the method is shown by the example of adapting a MySQL database. The proposed adaptation method can be widely used to implement fuzzy queries to databases of various DBMS that support work with stored functions.
{"title":"A PRACTICAL METHOD FOR IMPLEMENTING FUZZY QUERIES FOR RELATIONAL DATABASES","authors":"A. Rybanov","doi":"10.53656/math2022-4-5-pra","DOIUrl":"https://doi.org/10.53656/math2022-4-5-pra","url":null,"abstract":"Information systems that use databases are flexible to the extent that they allow users to request the data they need. SQL is limited to precise data processing and does not directly express fuzzy concepts of natural language. Therefore, giving SQL some flexibility can help users improve interaction with information systems without requiring them to learn a completely new language. The task of reducing the labor intensity of the process of integrating the mechanisms of fuzzy requests to existing information systems is urgent. The article shows the limitations of clear queries, considers various forms of fuzzy queries. Known approaches to implementing fuzzy queries to relational databases were analyzed. Provides a detailed analysis of fuzzy queries, as well as their conversion to standard SQL queries using MySQL. The proposed method for implementing the ability to work with fuzzy queries is based on expanding a clear database with stored functions, without changing the structure and composition of its tables. The advantages of the method are: increased readability and understanding of SQL queries; ease of integration with existing databases of information systems; flexible adjustment of the linguistic variable membership function in accordance with the needs of the database user. The application of the method is shown by the example of adapting a MySQL database. The proposed adaptation method can be widely used to implement fuzzy queries to databases of various DBMS that support work with stored functions.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84414584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.53656/math2022-4-4-per
Evgeniya Nikolova, Mariya Monova-Zheleva, Yanislav Zhelev
New technologies provide innovative spaces for cooperation and communication between employers and employees, citizens and structures, educators, and learners. Data protection issues have always been key to education providers, but the proliferation of online learning forms and formats poses new and unique challenges in this regard. When introducing a new technology that involves the collection of sensitive data, the General Data Protection Regulation (GDPR) of the European Parliament and the Council of the European Union requires the identification and mitigation of all risks that could lead to the misuse of personal data. The article discusses some critical points regarding the application of GDPR in online learning. The goal of this article is to investigate the vulnerabilities to personal data security during online learning and to identify methods that schools and universities may apply to ensure that personal data are kept private while students utilize online platforms to learn. For the purposes of the research, the published privacy, and data protection policies of all Bulgarian universities as well as papers on how universities could adapt to the new EU General Data Protection Regulation were revised and analysed. Best practices of some foreign universities in this regard were studied as well.
{"title":"Personal Data Processing in a Digital Educational Environment","authors":"Evgeniya Nikolova, Mariya Monova-Zheleva, Yanislav Zhelev","doi":"10.53656/math2022-4-4-per","DOIUrl":"https://doi.org/10.53656/math2022-4-4-per","url":null,"abstract":"New technologies provide innovative spaces for cooperation and communication between employers and employees, citizens and structures, educators, and learners. Data protection issues have always been key to education providers, but the proliferation of online learning forms and formats poses new and unique challenges in this regard. When introducing a new technology that involves the collection of sensitive data, the General Data Protection Regulation (GDPR) of the European Parliament and the Council of the European Union requires the identification and mitigation of all risks that could lead to the misuse of personal data. The article discusses some critical points regarding the application of GDPR in online learning. The goal of this article is to investigate the vulnerabilities to personal data security during online learning and to identify methods that schools and universities may apply to ensure that personal data are kept private while students utilize online platforms to learn. For the purposes of the research, the published privacy, and data protection policies of all Bulgarian universities as well as papers on how universities could adapt to the new EU General Data Protection Regulation were revised and analysed. Best practices of some foreign universities in this regard were studied as well.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85456342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.53656/math2022-4-6-pri
Gergana Karabelyova, Philip Petrov
“I have..., who has...?” is an educational game which is mainly popular in kindergartens with preschool children and in elementary schools. It is mostly practiced in English-speaking countries, especially in the USA. The article presents an adaptation of the game for the junior high school and high school with the subject „Information Technologies“ in Bulgaria. The method was practically tested with students in the 7th and the 9th grade of St. George International School & Preschool Sofia in the city of Sofia, Bulgaria.
{"title":"APPLICATION OF THE GAME “I HAVE…, WHO HAS…?” IN INFORMATION TECHNOLOGY REVISION LESSONS IN JUNIOR HIGH SCHOOL AND HIGH SCHOOL","authors":"Gergana Karabelyova, Philip Petrov","doi":"10.53656/math2022-4-6-pri","DOIUrl":"https://doi.org/10.53656/math2022-4-6-pri","url":null,"abstract":"“I have..., who has...?” is an educational game which is mainly popular in kindergartens with preschool children and in elementary schools. It is mostly practiced in English-speaking countries, especially in the USA. The article presents an adaptation of the game for the junior high school and high school with the subject „Information Technologies“ in Bulgaria. The method was practically tested with students in the 7th and the 9th grade of St. George International School & Preschool Sofia in the city of Sofia, Bulgaria.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79572434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.53656/math2022-4-1-aco
Emiliya Koleva, N. Baeva
In this study, a comparative analysis of the results of students’ performance on a face-to-face and an online exam is made and presented. The students involved in the research are trained and evaluated by the same examinator. Different statistical tests are made using statistical analysis software. As a result of the research, the hypothesis is confirmed that there is a difference between the two evaluations. Comparison of the grades between the different exams showed that there is a linear relationship between them, there is dependence between the results from both exams and the results from the online exam are slightly higher than the results from the face-to-face exam.
{"title":"A Comparative Analysis of Assessment Results From Face-To-Face and Online Exams","authors":"Emiliya Koleva, N. Baeva","doi":"10.53656/math2022-4-1-aco","DOIUrl":"https://doi.org/10.53656/math2022-4-1-aco","url":null,"abstract":"In this study, a comparative analysis of the results of students’ performance on a face-to-face and an online exam is made and presented. The students involved in the research are trained and evaluated by the same examinator. Different statistical tests are made using statistical analysis software. As a result of the research, the hypothesis is confirmed that there is a difference between the two evaluations. Comparison of the grades between the different exams showed that there is a linear relationship between them, there is dependence between the results from both exams and the results from the online exam are slightly higher than the results from the face-to-face exam.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84635117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.53656/math2022-4-2-nac
Toni Chehlarova
An analysis was made of the topic and results of the National External Assessment in Mathematics at the end of IV grade in Bulgaria in 2022. Considering the significant difference in the scoring system of the National External Assessment in Mathematics at the end of IV grade in 2021 and 2022, a comparison of the results was made in the two years when the evaluation system was unified. Teachers‘ opinions are presented. Recommendations are given for the Model of the National External Assessment in Mathematics at the end of IV grade in Bulgaria.
{"title":"NATIONAL EXTERNAL ASSESSMENT IN MATHEMATICS IN IV GRADE IN 2022","authors":"Toni Chehlarova","doi":"10.53656/math2022-4-2-nac","DOIUrl":"https://doi.org/10.53656/math2022-4-2-nac","url":null,"abstract":"An analysis was made of the topic and results of the National External Assessment in Mathematics at the end of IV grade in Bulgaria in 2022. Considering the significant difference in the scoring system of the National External Assessment in Mathematics at the end of IV grade in 2021 and 2022, a comparison of the results was made in the two years when the evaluation system was unified. Teachers‘ opinions are presented. Recommendations are given for the Model of the National External Assessment in Mathematics at the end of IV grade in Bulgaria.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86945723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.53656/math2022-4-3-dva
I. Kortezov, M. Marinov
The paper includes the contest paper of JBMO 2022 together with variants of the solutions of the problems, plus comments on them and on the results of the team. The materials included can be useful to the groups for preparation for junior high school math contests.
{"title":"TWENTY-SIXTH JUNIOR BALKAN MATHEMATICAL OLYMPIAD","authors":"I. Kortezov, M. Marinov","doi":"10.53656/math2022-4-3-dva","DOIUrl":"https://doi.org/10.53656/math2022-4-3-dva","url":null,"abstract":"The paper includes the contest paper of JBMO 2022 together with variants of the solutions of the problems, plus comments on them and on the results of the team. The materials included can be useful to the groups for preparation for junior high school math contests.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79585056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.53656/math2022-2-6-zad
B. Lazarov, Veselin Zlatilov
The paper examines the extent to which problems from contests in mathematical linguistics meet the Bulgarian educational standards. Compliance indicators are introduced. On the basis of an analysis of the content of individual examples, we conclude that such problems comply highly with the key competencies tested by the National External Assessment after finishing the tenth grade. Some didactic comments are made.
{"title":"Problems from the Mathematical Linguistics Competitions in the Context of the Bulgarian National External Assessment by the End of the 10TH Grade","authors":"B. Lazarov, Veselin Zlatilov","doi":"10.53656/math2022-2-6-zad","DOIUrl":"https://doi.org/10.53656/math2022-2-6-zad","url":null,"abstract":"The paper examines the extent to which problems from contests in mathematical linguistics meet the Bulgarian educational standards. Compliance indicators are introduced. On the basis of an analysis of the content of individual examples, we conclude that such problems comply highly with the key competencies tested by the National External Assessment after finishing the tenth grade. Some didactic comments are made.","PeriodicalId":41818,"journal":{"name":"Mathematics and Informatics","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90070147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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