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    Motivation of students to study
    mathematics at home
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    Online resources for self-directed
    learning of mathematics
  • home_slider2
    Communication of online educational
    platforms with students
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    Contextual mathematical problems and
    self-directed learning
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    Self-directed learning and
    intrinsic motivation of students

Success is not final, failure is not fatal. It is the courage to continue that counts.

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Winston Churchill
To do the best, to appreciate the beauty ...

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 long-term I would like to focus on a constructivistic approach to self-directed learning of students.

To find more about my research, publications, education, teaching or work experience - see bellow.


Martina Babinska  -   Creator 
introduction-picture1

Research

The main part of my research is devoted to self-directed 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.

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Publications, Conferences and Awards

My academic career started by contribution on students' conferences and competitions. In 2015 Comenius University published my adaptation of a real-world 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.

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Work Experience

My work experience involves two main professional areas: programming and research. While programming is mostly a free-time 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.

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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.

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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.

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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.

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Research
Why self-directed learning and work with students?

Short answer for this question is tutoring. Thanks to it I met many hard-working 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 web-page 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 self-directed 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 self-directed 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 web-page . In the future, we would like to continue with self-directed learning research with the focus on online education.

Students
Main ideas of my research

► What motivates students to study mathematics at home? ► What online resources do students use for self-directed learning of mathematics? ► How do existing online educational resources (platforms / courses) communicate with students? ► Can we improve communication between online resource (platforms/courses) and self-studying student? ► Are real-world, contextual mathematical problems suitable for self-directed 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...

2018 - 2019
2013 - 2015
Relevance of Contextual Mathematical Problems

Annotation:

The goal of provided research is to study students’ opinion of the different contextual mathematical problems:
Can students see the difference in contextual problems?
Is context of a mathematical problem more/less important than the question (problem) type of it?
What contexts are suitable for upper-secondary and university students?

Methods:

Two groups of students, opening and closing survey, solutions of mathematical problems ( various in a context/topic, context type, context’s relevance and in a type of questions ) observation, unstructured interview, qualitative data analysis.

Publications:

(2019) Do Higher Grades Students Care About the “Reality” in Contextual Mathematical Problems? A Qualitative Study.

(2013) Can Reality Motivate Students to Mathematics Study?

See publications

Teaching and Dissertation Leadership
Teaching
Subject-picture
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 .

Subject-picture
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 upper-secondary school mathematics. Students have an opportunity to develop their constructivist and creative approach to mathematics and mathematical problems, improve their mathematical and teaching skills.

Subject-picture
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 upper-secondary 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 pre-selected 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

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 upper-secondary 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 in-school mathematics and the out-of-school 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 teacher-training 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...

Real Usage of Mathematics for the Student Motivation

International Conference

The Meeting of Mathematics Teachers, Srní, Czech Republic

In, Setkání učitelů matematiky všech typů a stupňů škol 2014 [electronic source]. - Plzeň Vydavatelský servis, 2014. - P. 43-48 [CD-ROM]. - ISBN 978-80-86843-46-9

Can Reality Motivate Students to Mathematics Study?

National Student Conference

Students Conference, FMFI UK, Bratislava, Slovak Republic

Prize of Literary Fund

In, Študentská vedecká konferencia FMFI UK, Bratislava 2013, Zborník príspevkov. - Bratislava, Fakulta matematiky, fyziky a informatiky UK, 2013. - P. 396-400. - ISBN 978-80- 8147-009-7

E-learning Support of Mathematics Education (Theme, Mathematical Functions)

International Conference

History of Mathematics and Teaching of Mathematics, Sárospatak, Hungary

In, Proceedings of the Conference on the History of Mathematics and Teaching of Mathematics [electronic source]. - Miskolc, University of Miskolc, 2012. – no p. [8 p.] [CD-ROM]. - ISBN 978-963-661-988-6

E-learning Support of Mathematics Education for Secondary School and University Students (Theme, Mathematical Functions)

International Student Conference

Czech and Slovak Students Conference 2011, Didaktika matematiky, Banská Bystrica, Slovak Republic

Honorable mention

In, Anotace prací prezentovaných na SVOČ 2011 [electronic source]. - [Praha], Společnost učitelů matematiky JČMF, 2011. – [no p.] , 1 p. [online]

E-learning Support of Mathematics Education for Secondary School and University Students (Theme, Mathematical Functions)

National Student Conference

Students Conference, FMFI UK, Bratislava, Slovak Republic

Winner

In, Študentská vedecká konferencia FMFI UK, Bratislava 2011, Zborník príspevkov. - Bratislava, Fakulta matematiky, fyziky a informatiky UK, 2011. - P. 380-391. - ISBN 978-80- 89186-87-7

The Status and Opportunities of E-learning Support in all Types of Slovakia Schools

International Student Conference

Czech and Slovak Students Conference 2010, Kostelec nad Černými lesy, Czech Republic

2nd place

In, Anotace prací prezentovaných na SVOČ 2010 [electronic source]. - [Praha], Společnost učitelů matematiky JČMF, 2010. - [no p.] , 1 p. [online]

The Status and Opportunities of E-learning Support in all Types of Slovakia Schools

National Student Conference

Students Conference, FMFI UK, Bratislava, Slovak Republic

Winner

In, Študentská vedecká konferencia FMFI UK, Bratislava 2010, Zborník príspevkov. - Bratislava, Fakulta matematiky, fyziky a informatiky UK, 2010. - P. 358-369. - ISBN 978-80- 89186-68-6

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 real-world 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

E-learning Support of the Mathematics Education for High School and University Students

Create and prove the usability of e-learning support which was assigned to support the learning and the teaching of mathematical functions.

Read more...

Comenius University in Bratislava, Faculty of Mathematics, Physics and Informatics, Bratislava

Managerial Mathematics

Bachelor (Bc.)

24.6.2009

Research and Development of Companies and their Impact on Market Structure

Gymnazium of Martin Hattala, Trstená

Informatics

Secondary school

May 2005

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...

Programming
10/2016 – 09/2017
PHP Back-end Web Developer

Employer

Freelancer, LANSYSTEMS

Project

HELP DESK, system for managing tasks in small and middle companies

Responsibility

Design and development of the REST API.

Technologies

ERD, MySQL, PHP, Symfony, Unit Tests

11/2015 - 08-2016
Junior PHP Web Developer

Employer

Freelancer, WEB-SOLUTIONS

Project

SCRUM JET, tool for managing tasks in an agile development,
KELTA BLOG, web-scrapper downloading and uploading external articles,
KNOWLEDGE PORTAL, system for managing web-resources

Responsibility

Cooperation on database design and on system development

Technologies

HTML, CSS, Sass, PHP, Symfony, MySQL, Bootstrap, uikit, DOM Document

Reference
From students' survey
  • introduction-picture1

    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
  • introduction-picture1

    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
  • introduction-picture1

    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
  • introduction-picture1

    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