Success is not final, failure is not fatal. It is the courage to continue that counts.
A few words about me
Hi! My name is Martina and If I am characterizing myself, I would like to do it through my passions.
Except art, fashion, books and nature, there are two big passions in my life, teaching and programming.
I studied at Comenius University in Bratislava, where I attained a PhD. degree from The Theory of Teaching of Mathematics. After graduation I worked as a data analytics and a software developer. Later, I spent 6 months in Vancouver, improving my English skills and discovering new culture.
I managed to join my passions at university, where I am working as a teacher and a researcher. Students and their motivation to learn mathematics became the main part of my interest. In a longterm I would like to focus on a constructivistic approach to selfdirected learning of students.
To find more about my research, publications, education, teaching or work experience  see bellow.
Martina Babinska  Creator
Research
The main part of my research is devoted to selfdirected learning and intrinsic motivation of students. Following principles of Constructivism and RME (Realistic Mathematic Education), I would like to contemplate the most efficient and helpful ways of indirect communication with students. Currently, I also have an opportunity to participate on a project focused on the innovations in the teacher education.
Publications, Conferences and Awards
My academic career started by contribution on students' conferences and competitions. In 2015 Comenius University published my adaptation of a realworld Spirometry problem into mathematics. In 2018 I cooperated on a study related to the implementation of augmented reality into the teaching process. Later, I prepared an article about the aproach of higher grades students to the relevance of contextual mathematical problems.
Work Experience
My work experience involves two main professional areas: programming and research. While programming is mostly a freetime activity, research and teaching are main areas of my professional interest. It started during my PhD. study and continued by work in National Institute for Certified Educational Measurements where I gained experience with big data databases. It still carry on with my actual work at Comenius University.
Teaching and Dissertation Leadership
My first teaching experience is related to tutoring in a time of my master study. Later I had an opportunity to guide a seminar of mathematical analysis. Currently my work includes leading of lectures of mathematics for cognitive science students (English language) as well as preparation of future mathematics teachers.
Education and Qualifications
During my studies I focused on Informatics, Applied Mathematics and The Theory of Teaching of Mathematics. After graduation, I completed an English language course in Vancouver to improve my position within an international market.
Reference
I could never develop myself without a great influence of people around me. My gratitude belongs especially to my family, my students, my professor doc. RNDr. Zbyněk Kubáček, CSc. and to Nori Paul Morita, BA, CHRM, CBF, CTEFLA, CTESOL.
Research
Why selfdirected learning and work with students?
Short answer for this question is tutoring. Thanks to it I met many hardworking students who got a great effort to understand mathematics, but who still did not like it.
As the answer to this experience I created a webpage with conventional mathematical problems and I researched the unconventional way of solutions there. When a student needed a help, system did not provide him with the answer, but it asked a set of questions which led him/her to understand the problem.
Later, already as a doctor student, I started to work with contextual problems and its potential in selfdirected learning.
We prepared a set of mathematical tasks based on a context of medical assessment which led student from the basic work with a mathematical function to understand derivatives.
We researched context's attractiveness, problem's complexity, helpers' efficiency and tasks' arrangement and their influence on selfdirected learning and intrinsic motivation.
In 2018 we made an English version of the first part of created contextual problem and we also prepared an online version available on this webpage . In the future, we would like to continue with selfdirected learning research with the focus on online education.
Main ideas of my research
► What motivates students to study mathematics at home? ► What online resources do students use for selfdirected learning of mathematics? ► How do existing online educational resources (platforms / courses) communicate with students? ► Can we improve communication between online resource (platforms/courses) and selfstudying student? ► Are realworld, contextual mathematical problems suitable for selfdirected learning?
Current projects
2019  current
Attitude Development Research of Future Mathematics Teachers with the Aim on Innovation of Teacher Education
Annotation:
It is expected from teachers to lead their students to the ability and willingness to apply school knowledge in real life. Students should have an active and creative approach to problem solving, critical thinking and developed argumentation skills. However, international studies warn, that this is often not the case. The problem can be observed between experienced as well as between beginning teachers. On one hand, teachers do not have enough knowledge about necessary methods and tools to reach that goals. On the other hand, they do not identify themselves with these methods because of their attitude to the learning and teaching. In this project we decided to research factors, which influence the attitude of future mathematics teachers to the goals and teaching of mathematics. Based on the results we would like to prepare recommendations to innovate the university education of future mathematics teachers. The aim of these recommendations is to support creative and inspiring attitude of teachers to the teaching.
Key words:
Attitudes, Innovation, Mathematics, Teacher, University education
Contributors:
PaedDr. Peter Vankúš, PhD.; doc. RNDr. Zbynek Kubáček, CSc.; Mgr. Martina Babinská, PhD.; Mgr. Mária Čujdíková; Mgr. Miriam Janíková
Older projects...
Teaching and Dissertation Leadership
Teaching
Mathematics for cognitive science [2017/2018, 2018/2019]
Seminar [EN], 2h/week; Lecture [EN], 2h/week
The lectures provide students with basics of propositional and predicate logic, linear algebra, mathematical analysis, and probability that are important for the study of informatics and its role in (computational) cognitive science. At the same time, students can learn about mathematical culture, notation, way of thinking and expressing themselves.
More information here .
Seminar of a school mathematics, Solving methods of mathematical problems [2018/2019]
Seminar [SK], 2h/week; Seminar [SK], 2h/week
Seminars provide students with parts of uppersecondary school mathematics. Students have an opportunity to develop their constructivist and creative approach to mathematics and mathematical problems, improve their mathematical and teaching skills.
Mathematical analysis [2011/2012  2014/2015, 2017/2018  2018/2019]
Seminar [SK], 4h/week;
The seminar provides students with basics of mathematical analysis  functions, limits, continuity, calculus (derivatives and integrals of a function of one variable) and numeric rows. Students develop their counting skills as well as cooperation a problem solving.
Dissertation Leadership
2017/2018 – 2018/2019
Methodical Materials for Teaching of Exponential Function
Student
Mgr. Peter Sás
Type
Diploma dissertation
Goal
Create and research usability of a methodological material for constructivist teaching of exponential functions at uppersecondary school.
Status
Finnished with success, grade A
Abstract
The objective of this master dissertation is to create methodical materials based on constructivist approach for teaching of exponential functions. The reason for choosing this topic is a high occurrence of misconception, which basis is the simplifying mathematical expressions with exponents. Because of this, the focus of the materials is partially on the possible removal of such misconception. In the theoretical part we present the principles of constructivist approach to teaching. We then use these principles in the next section to describe how the materials were actually created. Thus, the practical part deals specifically with the reasoning of the used parts of the materials, which explains our direction to reach preselected objectives. We will also find here references to the various adjustments, which materials have required after testing, but without abandoning mentioned principles.
Key words
constructivism, exponential function, mathematics, methodical materials, misconception
Created materials
2018/2019
The Concept of Probability in Mathematical School Problems
Student
Bc. Thu Nguyen Quynh
Type
Bachelor dissertation
Goal
The aim of the thesis is to compare school mathematical problems corresponding to probability and statistics at uppersecondary school. Identify its goals, principles and its potential in the development of students‘ competencies.
Status
Finnished with success, grade A
Abstract
The goal of this study is to analyse and compare the ways the concept of probability is introduced in Vietnamese and Slovak textbooks. During this study, we raise our concern over these major contents. 1. How the books motivate their students to acquire the new knowledge they present? 2. Which necessary concepts and definitions are presented prior to the concept of probability? 3. What are possible methods to introduce the concept of probability? Which ways the books adopt? 4. How the methods adopted affect their students’ performances? After comparison, we proceed to analyse and make conclusions on mathematics teaching and studying in Vietnam and Slovakia. Besides, at the end of the chapter, we also discuss innovation in teaching and studying mathematics in general and probability segment in particular.
Key words
Slovak textbooks, statistical experiment, the concept of probability, Vietnamese textbooks
Publications, Conferences and Awards
Do Higher Grades Students Care About the “Reality” in Contextual Mathematical Problems? A Qualitative Study.
Article in a Journal
Martina Babinská
International Journal of Science and Mathematics Education
This paper reports upon a research project which considered the different approaches of higher grades students to the relevance of a context in contextual mathematical problems. The research involved two groups of students, 28 from upper secondary school and 23 from university. Both groups were asked to solve six mathematical problems and write their opinion about them. The results demonstrate that not all students differentiate between camouflage and real, essential contexts. Additionally, even if students recognise the relevance of a context, it does not influence their motivation to work on the problem as much as originality or personal interest in the context. Even though, the results support usage of contextual problems with real and essential contexts. Contextual problems help students with language barriers. Moreover, real and essential contexts naturally eliminate the tendency of some students to differentiate between inschool mathematics and the outofschool world.
Waiting for approval.
Not available yet.
Augmented Reality and Future Mathematics Teachers
Chapter in monography
Martina Babinská, Monika Dilingerová, Lilla Koreňová
Sense Publishers
The chapter is devoted to the application of augmented reality (AR) into the teachertraining program at universities. The first part describes the opportunities of future mathematics teachers at the FMFI UK in BA to work with digital technologies. The second, main part, describes the research of the AR application, Augmented Polyhedrons – Mirage 2.2. We conducted two studies with 40 future teachers. Results support the suitability of the selected application and AR in general. However, the implementation has to be precise, with carefully chosen, formulated and requested tasks to solve. The last part of the chapter summarizes useful AR applications for secondary schools.
Publication had already been accepted by referees and the final version of the chapter was provided to the publisher.
Not available yet.
How much of Mathematics is in One Medical Assessment? Unconventional Set of Tasks.
Instructional Booklet for The Secondary School and University Students
Martina Koronci Babinská
FMFI UK, Knižničné a edičné centrum, Bratislava
9788081470288
Babinská, M. (2015). How much of Mathematics is in One Medical Assessment? Unconventional Set of Tasks. Bratislava: FMFI UK, Knižničné a edičné centrum.
Read more...
Education and Qualifications
ILAC International College, Vancouver
Intensive English – Business English (12 weeks)
Cambridge English Proficiency – CPE exam preparation (4 weeks)
University Pathway – academic preparation (4 weeks)
Comenius University in Bratislava, Faculty of Mathematics, Physics and Informatics, Bratislava
The Theory of Teaching of Mathematics
Philosophiae Doctor (Ph.D.)
26.8.2015
The Real Context of the Mathematical Problems as a Motivating Factor
Research of the attractiveness of realworld mathematical problems based on the medical context for senior high school students and lower grades of universities.
Comenius University in Bratislava, Faculty of Mathematics, Physics and Informatics, Bratislava
Managerial Mathematics
Master (Mgr.)
20.6.2011
Elearning Support of the Mathematics Education for High School and University Students
Create and prove the usability of elearning support which was assigned to support the learning and the teaching of mathematical functions.
Read more...
Work Experience and Professional Skills
Research and teaching
10/2017 – present
Scientific University Assistant
Employer
Comenius University in Bratislava, Faculty of Mathematics, Physics and Informatics
Department of Algebra, Geometry, and Maths Education
Responsibility
Research, diploma and bachelor dissertations leading, participation on a project preparation, participation on a conference organization, teaching and preparation of future mathematics teachers (algebra, matheatical analysis, basics of mathematics (English language)).
09/2014 – 11/2015
International Measurements Analyst
Employer
National Institute for Certified Educational Measurements (NÚCEM)
Department of The International Measurements (OMM)
Responsibility
Participation in international quantitative research, data analyses from the international TALIS survey (The OECD Teaching and Learning International Survey), National Slovak Republic Report preparation.
09/2011 – 08/2015
Scientific University Assistant
Employer
Comenius University in Bratislava, Faculty of Mathematics, Physics and Informatics
Department of Mathematical Analysis and Numerical Mathematics
Responsibility
Work on the Ph.D. thesis research, participation on the work of the department, mathematical analysis teaching, cooperation on the students’ Master dissertation
Read more...
Reference
From students' survey

It was compensatory course for me. It helped me a lot. I really appreaciated approach of Ms. Babinská. She was really good in explanation and she had patience with us, what was definitelly not easy.
Student
Mathematics for cognitive science 2017/2018 
Ms. Martina Babinská was great!! always very well prepared, encouraging, fitting the lectures to the student's needs!
Student
Mathematics for cognitive science 2017/2018

We passed all necessary excercises, moreover, Ms. Babinska always led us to think about what we are doing (counting), why we are working in that way, why it actually works, when we can use the counting method and when we can not. One of the nicest lecturers at the faculty. :)
Student
Mathematical analysis 2017/2018 
Thanks to Ms. Babinská we managed this subject very well even though we did not have a mathematical education before. Although it was a lot of work, writing test every lecture and also homeworks, we were looking forward to these lectures. The subject was very well explained and I think everybody understood it. Thanks.
Student
Mathematics for cognitive science 2017/2018
Recommendation Letters
doc. RNDr. Zbyněk Kubáček, CSc.
Faculty of Mathematics, Physics and Informatics, Comenius University
Director of Mathematical and Numerical Analysis Department
Mlynská Dolina, 842 48 Bratislava, Slovak Republic
Nori Paul Morita, BA, CHRM, CBF, CTEFLA, CTESOL
ILAC International College
Business Communications/English Instructor
688 West Hastings Street, Vancouver, British Columbia V6B 1P1 CANADA
doc. RNDr. Róbert Jajcay, DrSc.
Faculty of Mathematics, Physics and Informatics, Comenius University
Vice Dean for Ph.D. studies
Mlynská Dolina, 842 48 Bratislava, Slovak Republic
+421 (0)2 602 95642 (office)
robert.jajcay@fmph.uniba.sk