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Observed from the school education system, it can be said that the entire educational activity should respect the needs and possibilities of each student and develop his potential to the maximum. In parallel with the development of students’ potential, the students’ needs for everyday coping and solving problem situations also grow. Contemporary views on students’ acquisition of knowledge and skills in mathematics teaching is learning through inquiry and problem solving. In this paper, we will answer the question whether the application of problem-based teaching makes the teaching of mathematics interesting for students. We will examine how students, parents and teachers think, to what extent the application of problem-based learning, teaching and problem solving in mathematics classes makes mathematics teaching interesting for students, from the perspective of students, parents and teachers.

The development of the “public sphere” and the Enlightenment are closely related to the networks of publishers involved in print culture. In Britain, a key question is whether diversity (in terms of nationality) in publishing increased over time. In this paper, we use large-scale library catalog data and a class of models known as Exponential Random Graph Models (ERGMs) to investigate the extent to which an 18th-century network of publishers in London was homophilous with respect to nationality, and specifically investigate whether those with close publishing connections to Scotland formed a separate group or if they were simply integrated into the London book market. As there is little external information on the majority of publishers, we generate node and edge attributes from the catalog data itself. The results suggest that social processes were deeply involved in the decisions behind copublishing and collaborations and that there is indeed a significant positive effect on tie formation if both nodes are “Scottish” publishers, though this lessens over the century. We find that other important factors in tie formation are edgewise shared partners and similarity in patterns of genres published.

This paper examines the dissemination of Cartesianism in the 17th century by studying the networks of authors in the field of natural philosophy. Key figures who spread knowledge and innovated the field are identified and contextualized. Furthermore, the network analysis shows how different ways of thinking coexisted within the social networks of early modern natural philosophers. To achieve this methodologically, originally bipartite networks were projected into author-to-author networks that were divided into time slices. Measurements of centrality and assortativity were used to determine prominence and diversity, which were complemented and refined with close reading. The findings reveal not only cliques of geographically connected authors, but also an overall highly connected field. Additionally, assortativity indicates a moderate tendency toward homophily in the authors’ connections to others within the same philosophical tradition. The study furthermore identifies that central authors were predominantly eclectic or Cartesian, suggesting that Cartesianism was driven by such individuals in structurally well-connected positions.

This study focuses on the analysis of a Canva-based instructional textbook specifically designed for fifth-grade students preparing for the National Science Olympiad (OSN) in Mathematics. This study uses a qualitative approach with a literature review to develop a Canva-based Mathematics OSN textbook for fifth-grade elementary school students. Primary data is obtained from direct analysis of the textbook, while secondary data comes from articles, books, and papers that discuss digital book development, the use of Canva, and competitive math learning strategies. Data was collected through literature searches with relevant keywords and analyzed thematically to identify patterns and insights. The results are used to compile textbooks that suit the needs of teachers and students. The study's findings suggest that such a resource not only improves student readiness for the OSN competition but also promotes educational equity by mitigating the impact of the digital divide and other systemic barriers. This research contributes to the broader discourse on digital education, offering insights into the effective integration of technology in the development of competitive academic resources. Future research is recommended to evaluate the long-term impact of these resources on student performance and to explore further enhancements in digital educational tools.