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Pracujemy nad nową stroną internetową czasopism Wydawnictwa Adam Marszałek. Jej planowany termin uruchomienia to 1 maja 2025 roku.

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We are working on a new website for Adam Marszałek Publishing House magazines. Its planned launch date is May 1, 2025.

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Punktacja czasopism naukowych Wydawnictwa Adam Marszałek według wykazu czasopism naukowych i recenzowanych materiałów z konferencji międzynarodowych, ogłoszonego przez Ministra Edukacji i Nauki 17 lipca 2023 r.

Scoring of scientific journals of Wydawnictwo Adam Marszałek according to the list of scientific journals and reviewed materials from international conferences, announced by the Minister of Education and Science on July 17, 2023.


  • Athenaeum. Polskie Studia Politologiczne – 100 pts
  • Edukacja Międzykulturowa – 100 pts
  • Historia Slavorum Occidentis – 100 pts
  • Polish Political Science Yearbook – 100 pts
  • Przegląd Prawa Konstytucyjnego – 100 pts
  • The New Educational Review – 100 pts
  • Art of the Orient – 70 pts
  • Italica Wratislaviensia – 70 pts
  • Nowa Polityka Wschodnia – 70 pts
  • Polish Biographical Studies – 70 pts
  • Azja-Pacyfik - 40 pts
  • Krakowskie Studia Małopolskie – 40 pts
  • Kultura i Edukacja – 40 pts
  • Reality of Politics - 40 pts
  • Studia Orientalne – 40 pts
  • Sztuka Ameryki Łacińskiej – 40 pts
  • Annales Collegii Nobilium Opolienses – 20 pts
  • Cywilizacja i Polityka – 20 pts
  • Defence Science Review - 20 pts
  • Pomiędzy. Polsko-Ukraińskie Studia Interdyscyplinarne – 20 pts
  • African Journal of Economics, Politics and Social Studies - 0 pts
  • Copernicus Political and Legal Studies - 0 pts
  • Copernicus. Czasy Nowożytne i Współczesne - 0 pts
  • Copernicus. De Musica - 0 pts
  • Viae Educationis. Studies of Education and Didactics - 0 pts

Czasopisma

Nowe czasopisma

Czasopisma współwydawane

Wcześniej wydawane

Coloquia Communia

Coloquia Communia

Paedagogia Christiana

Paedagogia Christiana

The Copernicus Journal of Political Studies

The Copernicus Journal of Political Studies

The Peculiarity of Man

The Peculiarity of Man

Czasopisma Marszalek.com.pl

Process Approach to Learning and Teaching Mathematics

  • Author: Amalija Žakelj
  • Institution: Uiversity of Primorska
  • Year of publication: 2018
  • Source: Show
  • Pages: 206-215
  • DOI Address: https://doi.org/10.15804/tner.2018.54.4.17
  • PDF: tner/201804/tner5417.pdf

In the research, a quasi-experimental model was applied and the experimental group received the process approach to learning and teaching mathematics, which builds on the cognitive-constructivist findings of educational profession about learning and teaching mathematics. In the control group, the transmission approach prevailed.
In the research, the question was answered of what impact the implementation of the process approach to learning and teaching mathematics has on the learner’s knowledge, which can be tested and assessed.
Students in the experimental group (EG) performed significantly better in basic and conceptual knowledge, in solving simple mathematical problems, and in complex knowledge than those in the control group. Results of the research have also shown that there are statistically significant correlations between individual areas of mathematical knowledge. The correlations between the areas of knowledge are from medium high to high, indicating that conceptual knowledge correlates significantly with solving simple mathematical problems and with complex knowledge.

Self-Assessment Ability of Pre-Service Teachers

  • Author: Manja Podgoršek
  • Author: Alenka Lipovec
  • Year of publication: 2017
  • Source: Show
  • Pages: 213-223
  • DOI Address: https://doi.org/10.15804/tner.2017.48.2.17
  • PDF: tner/201702/tner20170217.pdf

Knowing one’s own level of knowledge is an important characteristic of an individual. It enables individuals to objectively evaluate their abilities and properly adapt to their advantages and disadvantages. In this paper, we present the results of the empirical research, where pre-service teacher students had to perform self-assessment after their seminars and mathematics classroom performance. We compared their self-assessments to their teachers’ assess- ments. Results show that the students’ self-assessments on average deviate from their teachers’ assessments. We also noticed that the Dunning-Kruger effect is present both for seminars and mathematics classroom performance. The students that received low assessment scores from their teacher provided too high self-assessment scores.

Investigating the relationship between the student’s Ability and Learning Preferences: evidence from Year 7 Mathematics students

  • Author: Rafidah Othman
  • Author: Masitah Shahrill
  • Author: Lawrence Mundia
  • Author: Abby Tan
  • Author: Miftachul Huda
  • Year of publication: 2016
  • Source: Show
  • Pages: 125-138
  • DOI Address: https://doi.org/10.15804/tner.2016.44.2.10
  • PDF: tner/201602/tner20160210.pdf

In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.

Teachers on the efficacy of support to students with learning difficulties

  • Author: Amalija Žakelj
  • Author: Mara Cotič
  • Year of publication: 2016
  • Source: Show
  • Pages: 187-197
  • DOI Address: https://doi.org/10.15804/tner.2016.44.2.15
  • PDF: tner/201602/tner20160215.pdf

The empirical study investigated to what extent the implementation of the dPMAT model (a didactic approach to supporting pupils with learning difficulties in mathematics) contributed to the qualification of teachers for the implementation of support to pupils with learning difficulties in mathematics. 80 mathematics teachers and 101 generalist teachers completed a questionnaire through which they rated the impact of the dPMAT model on their knowledge and skills in relation to the teaching and learning of students with difficulties in learning mathematics. The mathematics teachers assessed the contribution of the model to their skills in the selection and design of appropriate teaching aids (M = 4.1, Sd = 0.8) and in the recognition and identification of learning difficulties the highest (M = 4.0, Sd = 0.8). The generalist teachers assessed the contribution of the model to their skills in facilitating the use of appropriate teaching aids the highest (M = 4.0, Sd = 1.1).

An example of integrated teaching of mathematics and environmental education in the second grade of basic school

  • Author: Nastja Cotič
  • Author: Mara Cotič
  • Author: Darjo Felda
  • Author: Jurka Lepičnik Vodopivec
  • Year of publication: 2015
  • Source: Show
  • Pages: 17-26
  • DOI Address: https://doi.org/10.15804/tner.2015.41.3.01
  • PDF: tner/201503/tner20150301.pdf

On the basis of research and the syllabi for mathematics and environmental education, which promote integrated teaching, a model of integrated teaching of mathematics and environmental education has been designed. 331 basic school second grade pupils participated in the experiment (163 pupils in the experimental group and 168 in the control group). The differences in the results were statistically significant after the second test, as compared to the control group, the experimental group performed better at all levels of TIMSS taxonomy. With this the importance of interdisciplinary integration or of holistic teaching, indispensable in the first years of schooling, was confirmed.

Changing the Manner of Teaching Mathematics in the Pandemic Era as a Chance to Reduce School Failures

  • Author: Piotr Remża
  • Institution: University of Białystok
  • ORCID: https://orcid.org/0000-0002-2755-4121
  • Year of publication: 2021
  • Source: Show
  • Pages: 258-275
  • DOI Address: https://doi.org/10.15804/kie.2021.04.15
  • PDF: kie/134/kie13415.pdf

This text contributes to the debate on the change in the way of teaching mathematics as it responds to the shifts caused by the transition to distance learning during the pandemic. The author analyses the conclusions of contemporary publications and international research alongside teaching experiences related to various aspects of the functioning of mathematics teachers, the efficacy and quality of their work as well as the issue of their education and improvement. In the course of literature research, probing questions on the pandemic-era school failures occurring in mathematics have clearly highlighted inequalities in the education system. The author analyses the application of ICT in distance learning, which has significantly stimulated processes and phenomena linked to the functioning of an individual in schooling. The time of the pandemic has exposed the shortcomings of the Polish education system and necessitated reflection on the future of Polish schooling. When the magnitude of failures in mathematics does not decrease but remains constant, it is imperative that the reason why it is the leading subject of school failures is determined. Therefore, it is important to establish the new role of the mathematics teacher in the process of changes prompted by distance learning.

Foreign Language Training Organisation for Natural Sciences and Mathematics Students

  • Author: Sergey Panov
  • Institution: National Pedagogical Dragomanov University
  • ORCID: https://orcid.org/0000-0003-4200-7270
  • Author: Olena Smolnikova
  • Institution: National Pedagogical Dragomanov University
  • ORCID: https://orcid.org/0000-0001-9614-505X
  • Year of publication: 2022
  • Source: Show
  • Pages: 46-50
  • DOI Address: https://doi.org/10.15804/ve.2022.01.05
  • PDF: ve/1/ve105.pdf

The article deals with issues related to the methodological problems of organising training in translation from a foreign language into a native language by the 1st-2nd year students. At the same time, teaching methods improvement is an everyday task of the Foreign Languages Department of natural history faculties and the teaching staff for developing science in modern society. Modern understanding of language opens new perspectives for studying the relationship between languages and the possibility of translation. Teaching foreign languages for non-language specialities in domestic pedagogical institutions of higher education shows that despite the general recognition of the need to develop communicative orientation in foreign language teaching, teachers’ focus is to develop students’ skills for reading and professional literature translation. This orientation of education does not contribute enough to students’ mastery of professionally- oriented communication. At present, the problem of improving the quality of higher education, which guarantees professional training quality and translator competitiveness in the domestic and foreign labour markets, is becoming increasingly important and is one of the main tasks of our time. Modern socio-economic conditions in the world community require educational institutions to develop a clear account of the social order mechanism for a graduate. The implementation level of this social order determines the quality and specialist training competitiveness. Nowadays, there is a powerful communicative shift in the planet’s geolinguistic situation, as a result of which English has acquired the status of the international communication language. Proficiency in English at the present stage of social development is a necessary condition for any individual’s entry into the global communicative space. This statement also applies to the competitive, creative, modern technical translator.

Matematyczne niepowodzenia dziewcząt i mniejszości etnicznych . Przyczyny, wyjaśnienia, środki zaradcze w świetle ideologii edukacyjnych

  • Author: Lucyna Kopciewicz
  • Institution: Uniwersytet Gdański
  • Year of publication: 2013
  • Source: Show
  • Pages: 29-55
  • DOI Address: https://doi.org/10.15804/kie.2013.02.02
  • PDF: kie/95/kie9502.pdf

Mathematical Failures of Girls and Members of Ethnic Minorities. Causes, Explanations, and Remedial Measures in the Light of Educational Ideologies

In this article I discuss the question: „What is mathematics really all about?” How mathematics is viewed is significant on many levels, especially in education and society. For many years, sociologists of mathematics education, have stressed that mathematics acts as a gatekeeper: mathematics more than any other subject, has been cast in the role as an ,,objective” judge. The main purpose of this article is to conjoin several sets of problems such as the mathematical underparticipation of women and ethnic minorities , the sense of cultural alienation from mathematics felt by many social groups, mathematics in the process of transmission of social and political values, its role in the unequal distribution of power and the social nature of mathematics as a discipline.

The Effect of the Mathematical Modelling Method on the Level of Creative Thinking

  • Author: Alper Ciltas
  • Institution: Ataturk University, Turkey
  • Year of publication: 2012
  • Source: Show
  • Pages: 103-113
  • DOI Address: https://doi.org/10.15804/tner.12.30.4.08
  • PDF: tner/201204/tner3008.pdf

This study aims to examine the effect of the mathematical modelling method on students’ creative thinking levels. In line with this purpose, the research group was divided into two groups, namely the experimental group and the control group. The experimental group was given courses with the use of the mathematical modelling method for a semester, whereas the control group was given courses with the use of the traditional instruction method. The study group of the research was composed of 75 third-year students who were studying at the Department of Elementary Mathematics Teaching in the 2010/2011 academic year. A quasi-experimental method was used in the study. The data of the study was obtained using a creative thinking scale. Descriptive statistics and t-test were utilised in analysing the data. At the end of the study, it was determined that the instruction method which was applied in the experimental group had a positive effect on creative thinking levels. It is believed that it will be useful to take the mathematical modelling method into account in teaching suitable concepts in educational institutions in view of its positive effect on students’ creative thinking levels.

Investigation of Pre-Service Teachers’ Attitudes toward Using the Computer in Teaching and Learning Mathematics

  • Author: Adem Duru
  • Institution: Uşak University, Turkey
  • Author: Murat Peker
  • Institution: Afyon Kocatepe University, Turkey
  • Author: Osman Birgin
  • Institution: Uşak University, Turkey
  • Year of publication: 2012
  • Source: Show
  • Pages: 283-294
  • DOI Address: https://doi.org/10.15804/tner.2012.27.1.23
  • PDF: tner/201201/tner2723.pdf

The purpose of this study was to examine the attitudes of the pre-service teachers toward the use of the computer in mathematics classrooms. This study was conducted with 378 Turkish pre-service teachers (195 pre-service elementary school (PES) teachers, 183-pre-service mathematics (PM) teachers). Data were collected with an “Information Form for Computer Use” and a “Computer Attitude Scale for Teaching Mathematics” (CASTM). Th e CASTM consisted of fifteen 5-Likert scale type items and had 3 sub-factors. After the collection of quantitative data, the researchers used descriptive statistics and independent sample t-test in the analysis of the data. Results showed that there was a significant difference in the pre-service teacher’ attitudes and confidence towards the CASTM in terms of gender. It was also determined that the PM teachers’ attitudes and their confidence towards the computer were significantly higher than the PES teachers.

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