Faculty of Computer Science and Engineering

Permanent URI for this communityhttps://repository.ukim.mk/handle/20.500.12188/5

The Faculty of Computer Science and Engineering (FCSE) within UKIM is the largest and most prestigious faculty in the field of computer science and technologies in Macedonia, and among the largest faculties in that field in the region. The FCSE teaching staff consists of 50 professors and 30 associates. These include many “best in field” personnel, such as the most referenced scientists in Macedonia and the most influential professors in the ICT industry in the Republic of Macedonia.

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Author: search.filters.author.Jancheska, SofijaLanguage: search.filters.language.English (United States)

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    Breaking Down GeoGebra: Two Dimensions of the GeoGebra Software Application
    (IATED, 2023-07)
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    Jancheska, Sofija
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    GeoGebra is a professionally produced, freely available, interactive and dynamic open-source educational mathematics software designed for teaching and learning mathematics at all levels of education, from elementary school to universities. In many educational systems around the world, the GeoGebra program is integrated into textbooks and various projects. GeoGebra is designed to combine the properties of dynamic geometry software and a computer algebra system into a single, integrated and easy-to-use tool for teaching and learning mathematics. GeoGebra has the ability to bridge the gaps that exist between different mathematical disciplines, combining the content of the fields: geometry, algebra, statistics, analysis, and tabular and graphical displays in a simple, convenient package. GeoGebra is equally popular among students and among teachers. It attracts students with its dynamism and interactivity, but also because it provides visual and conceptual feedback. It has been found that it encourages students to learn mathematics, helps them analyze different problems and simulate physical phenomena through dynamic structures. It offers unlimited opportunities for experimentation to students, which leads to better mastering of the teaching content and to effective learning. GeoGebra can also be used beyond the classroom: students can use it at home, when doing homework, for practice, for repeating lessons already learned and for preparing for future lessons. The use of GeoGebra modernizes teaching and positively affects the creativity of students and their critical thinking, helps to facilitate the acquisition and improvement of 21st century skills, intensifies the application of active learning methods. Apart from being a computer tool, many authors consider GeoGebra as a conceptual (ideal), pedagogical, cognitive and transformational tool in teaching and learning mathematics. In practice, we distinguish two main dimensions regarding the application of GeoGebra. On one hand, GeoGebra can serve as a tool for demonstration and visualization of formal mathematical knowledge. GeoGebra actually represents a virtual experimental mathematical laboratory, a place where hypotheses can be set up and tested; to monitor and verify scientific facts; to illustrate tasks and problems, their variations and sets of solutions; to analyze the properties of different geometric objects; to discover geometric places of points that satisfy certain conditions, to find significant points of functions; to prove mathematical statements; to demonstrate various proofs of mathematical statements and the like. On the other hand, GeoGebra can serve as an authoring tool for creating interactive learning materials. With GeoGebra, multimedia contents such as animations, simulations and computer games can be created that will serve as didactic tools, in the function of getting to know, studying and visualizing terms, concepts, ideas, ties or phenomena, as well as complex processes that cannot be easily described and explained in word and text, especially those involving some degree of abstraction. In this paper concrete examples of practical demonstration of these two dimensions of using the GeoGebra software will be presented and explained in detail.
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    OVERCOMING THE CHALLENGES OF DISTANCE LEARNING DURING THE COVID-19 PANDEMIC IN MACEDONIA: WHAT CAN WE LEARN FROM THE NEIGHBORING COUNTRIES?
    (IATED, 2022-03)
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    Jancheska, Sofija
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    The global health crisis caused by the COVID-19 pandemic required significant changes to the operations of educational institutions all across the world, as all classes were transitioned to remote instruction. Since these changes occurred abruptly, there was little time in creating strategies to effectively manage this transition. Unusual enrollment patterns and students’ grades during this period reflect these disruptions, not necessary the work of the individual students. It is important to also acknowledge that the educational systems in countries around the world were facing serious challenges even before the COVID-19 outbreak. These weaknesses became more evident during the pandemic which additionally contributed to weakening the quality of these educational systems. The existence of distance learning tools to some extent facilitated this abrupt transition from the traditional face-to-face teaching system to distance learning education during the pandemic, but not all countries in the world implemented the same exact set of distance learning tools and techniques within this short time span. In this paper, we aim to explore different tools and adaptation techniques for distance learning education implemented in developing countries with similar educational ecosystems. In particular, we are interested in distance learning frameworks adapted during the COVID-19 pandemic in four Balkan countries: Macedonia, Serbia, Bulgaria and Romania. We would like to examine the structure of online education in these countries, the extent to which they differ and whether they have yielded different results in students’ success and educators’ satisfaction levels. By conducting this case study, we also aim to identify the determinants of online effective learning. We would like to determine what online learning techniques have had a less positive effect on students’ learning effectiveness. Detecting the weaknesses of the system by looking at the challenges faced by students would enable to create practical solutions in order to improve their learning experience. Not only we are going to explore these issues from students’ point of view, but we are also including the educators’ perspective as an important variable in our study. We aim to analyze the difficulties educators in these four Balkan countries have been facing since the pandemic and how they have coped with them so far. Educators, just as students, come from a variety of technical backgrounds. While some have been exposed to the beauty and benefit of digital learning techniques and have previously used them in their teaching, others have not had the opportunity to explore them to the same extent. This is just one of the many variables we are taking into account when exploring the success of the transition from traditional to online teaching environment. We truly believe that developing countries can learn through the examples of their neighboring countries, especially since they have a tendency to have similar ecosystems, infrastructures and resources. By comparing the tools and techniques implemented in the online educational spheres in Macedonia, Serbia, Bulgaria and Romania, we aim to detect the issues during the transitional period of education in these countries and provide concrete suggestions to the existing frameworks. Our ultimate goal is to improve the overall experience of both students and educators in the educational system during this everlasting health crisis.