VOL. 03, NO. 2; MARCH


Computer – Assisted Input Level Assessment Based On Realistic Mathematics Education And Guided Discovery Learning Approach

Tori Mckinney & Lee Dejesus


Logic is the formal systematic study of the principles of valid inference and correct reasoning (Cristal, 2002). In this research to teach mathematical logic we used the “Realistic Mathematics Education” (RME) approach that considers mathematics as a human activity, and the “Guided Discovery Learning” approach which enables students 
to construct knowledge by themselves. Also, computer assisted applications of the experiment draw students’ attention and provide individualized learning to students. The main purpose of this study is to determine the effect of developed computer assisted symbolic logic materials that are based on realistic mathematics education and guided discovery learning approaches. The research sample consists of 59 students chosen for the experimental and control groups from 9th grade high school students in Turkey. Selection was based on a quantitative sufficiency performance test that identified the general mathematical status of students. A pre-test post-test control group experimental design was used in the research. Quantitative methods were used to analyze the effect of experimental instruction on the pupils’ and teachers’ opinions. To measure and compare the achievement of students at the end of the experimental instruction process, we developed a 30 item post test to measure performance in logic in the 9th grade mathematics curriculum. Post-test scores were significantly different in favor of the experimental group. At the end of the research, data was gathered on students’ and teachers’ points of view. Results showed that using computer assisted instructional materials based on Realistic Mathematics Education and Guided Discovery Learning are more efficient than traditional education.

Emotive, Social And Civil Competence Development Psycho – Pedagogical Keys In An Educational Context

Kerry Lawson


The phenomenon of violence, in its different forms and varieties; the peak of aggravated nationalists and extremists; poverty; the different movements of migration; the role of religion, the perception of the deterioration of politics; the need for an impulse of associated movements; the need to adapt to roles that should confront the educational institutions and the social changes that are reflected in different unions between people, are some of the aspects that offer us a necessary framework to approach an emotional, social education and to educate the future citizens who will enable the construction of a supportive, fair, peaceful society, and where, freedom and equal opportunities are respected as fundamental rights.

The role and objectives of development of emotions and social and civic competence are analysed in a European context, stressing a need for multidisciplinary and collaborative work from the psycho pedagogical field.

It is necessary to indicate that the fields of orientation are diverse, on a personal, academic, professional, family or social level, with a perspective that we need to implement diverse programmes of intervention, in a preventive way, for education of individual students, aimed at the total educational community – opening up to formal, informal and not formal spheres related to emotional, social and civic competence.