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<channel><atom:link href="https://journals.azbuki.bg/mathinfo/rss" rel="self" type="application/rss+xml"/><title>Математика и информатика</title><link>https://journals.azbuki.bg/mathinfo</link><description><![CDATA[Списание „Математика и информатика” е носител на орден „Св. св. Кирил и Методий”. Стремежът на редколегията е да съчетае в хармонично единство знанието, ученето и технологиите с надеждата да илюстрира идеята, че едно от най-важните приложения в науката е образованието. Освен материали, отразяващи добрите традиции в преподаването на математика и информатика у нас, в списанието се третират проблеми, свързани с иновативни образователни стратегии.
Периодика на списанието: 6 книжки годишно
0.3 (2025)                                Q4 (2025)Impact factor                         Rank by JIF
Статиите на „Математика и информатика” се реферират и индексират в Web of Science: Emerging Sources Citation Index.
ISSN: 1310–2230 (Print), 1314–8532 (Online)]]></description><language>bg</language><item><title><![CDATA[GENERALIZED TRIGONOMETRIC IDENTITIES]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/generalized-trigonometric-identities/view</guid><link>https://journals.azbuki.bg/mathinfo/generalized-trigonometric-identities/view</link><description><![CDATA[In this short note we present the use of a form of binary symmetry in trigonometry in order to present naturally grouped trigonometric identities in a compact way.  This approach is more conceptual and, in particular,  replaces a tedious consideration of similar cases.]]></description><pubDate>Sun, 10 May 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-5-1-gti</dc:identifier><dc:creator>Valentin Vankov Iliev</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>503</prism:startingPage><prism:endingPage>507</prism:endingPage><prism:publicationDate>2026-05-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[ХОРИЗОНТАЛНАТА СИНХРОНИЗАЦИЯ С МАТЕМАТИКАТА В УЧЕБНИТЕ  ПРОГРАМИ ПО ПРИРОДНИ НАУКИ, КОМПЮТЪРНО МОДЕЛИРАНЕ И ИНФОРМАЦИОННИ ТЕХНОЛОГИИ]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/xorizontalnata-sinxronizaciya-s-matematikata-v-ucebnite-programi-po-prirodni-nauki-kompyutrno-modelirane-i-informacionni-texnologii/view</guid><link>https://journals.azbuki.bg/mathinfo/xorizontalnata-sinxronizaciya-s-matematikata-v-ucebnite-programi-po-prirodni-nauki-kompyutrno-modelirane-i-informacionni-texnologii/view</link><description><![CDATA[Анализирани са актуалните учебни програми по предметите математика,  физика и астрономия,  химия и опазване на околната среда,  биология и здравно образование,  география и икономика,  компютърно моделиране,  компютърно моделиране и информационни технологии.  Набелязани са някои разминавания в междупредметни връзки.  Проучването може да послужи като насока за подобряване на работата на комисиите по изготвяне на бъдещи нови учебни програми.]]></description><pubDate>Sun, 10 May 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-5-2-hsm</dc:identifier><dc:creator>Филип Петров</dc:creator><dc:creator>Фабиен Кунис</dc:creator><dc:creator>Елена Колева</dc:creator><dc:creator>Камелия Йотовска</dc:creator><dc:creator>Мая Василева</dc:creator><dc:creator>Борис Толев</dc:creator><dc:creator>Цветелина Йорданова</dc:creator><dc:creator>Милена Петрова</dc:creator><dc:creator>Гергана Петрова</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>508</prism:startingPage><prism:endingPage>527</prism:endingPage><prism:publicationDate>2026-05-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[П. А. Н.  В КЛАСНАТА СТАЯ: ПРАКТИЧЕН ПОДХОД ЗА ПО-УСПЕШНО ОБУЧЕНИЕ ПО ПРОГРАМИРАНЕ НА PYTHON В 8.  КЛАС]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/p-a-n-v-klasnata-staya-prakticen-podxod-za-po-uspesno-obucenie-po-programirane-na-python-v-8-klas/view</guid><link>https://journals.azbuki.bg/mathinfo/p-a-n-v-klasnata-staya-prakticen-podxod-za-po-uspesno-obucenie-po-programirane-na-python-v-8-klas/view</link><description><![CDATA[Статията разглежда предизвикателствата при преподаването на текстов програмен език (Python)  в началото на гимназиалния етап,  когато учениците постъпват с неравномерна предварителна подготовка и различна увереност при писане на програмен код.  Фокусът е върху преодоляването на дисбаланса чрез трансфер на принципи от чуждоезиковото обучение и прилагане на методическата рамка П. А. Н. (планиране,  активно учене,  непрекъснати упражнения)  в проектно базирана среда.  Предлага се педагогически сценарий за работа със структурите от данни „списъци“ и „речници“ в контекста на ученически проект „Хранителен калкулатор“.  Чрез последователно „езиково“ въвеждане на понятия (лексика, синтаксис,  семантика на кода),  контролирани практики и спираловидно упражняване се демонстрира как преходът към асоциативни структури улеснява моделирането на реални данни,  повишава четливостта и подпомага формирането на устойчиви навици в програмирането.  Обсъждат се индикатори за напредък: точност на решенията,  качество на кода и самооценка на компетентностите.]]></description><pubDate>Sun, 10 May 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-5-3-pan</dc:identifier><dc:creator>Илия Добрев</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>528</prism:startingPage><prism:endingPage>542</prism:endingPage><prism:publicationDate>2026-05-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[INTELLIGENT TECHNOLOGIES FOR  SUPPORTING PERSONALIZED LEARNING]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/intelligent-technologies-for-supporting-personalized-learning/view</guid><link>https://journals.azbuki.bg/mathinfo/intelligent-technologies-for-supporting-personalized-learning/view</link><description><![CDATA[This study explores the use of artificial intelligence (AI) tools to support personalized learning in classroom environments, as well as their integration into project-based learning activities implemented within STEM interest clubs in the context of the Bulgarian school system. The research aims to examine the attitudes of teachers and students toward AI-supported personalized learning and to evaluate its potential impact on students’ motivation and academic achievement.  A quasi-experimental research design with pre-test and post-test measures was implemented between 2023 and 2025. Data were collected from 129 teachers,  86 students,  and 42 parents through structured questionnaires,  DigCompEdu-based self-assessment instruments,  and classroom observations. 
The findings reveal an improvement in student achievement, increasing from 70% to 83% following the implementation of AI-supported personalized learning activities. Furthermore, 95% of students reported positive attitudes toward learning with AI-based tools,  while 67% of teachers perceived AI chatbots as useful instructional support instruments. Nevertheless, nearly half of the teachers expressed a need for additional professional development, and most parents reported concerns regarding the use of AI tools without the supervision of a teacher or mentor.  The results suggest that AI technologies can significantly support personalized learning when combined with clearly structured, pedagogically grounded learning activities and appropriate teacher guidance. However, the study is limited by the absence of a control group and its focus on a single national educational context. Future research should therefore involve larger and more diverse samples in order to further validate these findings.]]></description><pubDate>Sun, 10 May 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-5-4-its</dc:identifier><dc:creator>Ivaylo Staribratov</dc:creator><dc:creator>Todorka Glushkova</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>543</prism:startingPage><prism:endingPage>560</prism:endingPage><prism:publicationDate>2026-05-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[INTEGRATING ROBOTS IN EDUCATION  WITHIN THE AI CONTEXT]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/integrating-robots-in-education-within-the-ai-context/view</guid><link>https://journals.azbuki.bg/mathinfo/integrating-robots-in-education-within-the-ai-context/view</link><description><![CDATA[Robots,  along with AI and VR technologies,  are among the most compelling tools in education. While technology providers highlight innovative learning opportunities, scholars discuss various ways of integrating robots,  either within specific subjects such as informatics and programming,  or for developing more general social skills. Numerous case studies demonstrate fragmented practices of using robots in schools and universities, overlooking their broader role in preparing new generations for the future of work. At the same time, many educational institutions explore practical and conceptual questions for providing training on robotics, ranging from investments in hardware and teacher training, to benefits for learning, future skills, teaching methodologies, among others. The objective of this paper is to investigate some of the key challenges and opportunities for integrating robots in educational settings. Based on a literature review, it critically examines the main issues educators face to understand how, why, and to what extent robots might be integrated in teaching and learning.  Building on Bloom' s taxonomy, the purposes and opportunities of using robots in class are carefully evaluated, taking into consideration as well their impact on innovative teaching and assessment.  A special section is dedicated to the development of educational robotics in Bulgaria. Findings of this study indicate that a more holistic perspective is needed to prepare students not only to work with robots, but also to design,  evaluate, and critically analyse their role in the near future. The discussion evaluates more strategic views about using robots in education. The conclusion and future work sections outline the next steps in defining the new roles of robots in education.]]></description><pubDate>Sun, 10 May 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-5-5-ire</dc:identifier><dc:creator>Albena Antonova</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>561</prism:startingPage><prism:endingPage>577</prism:endingPage><prism:publicationDate>2026-05-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[MACHINE LEARNING IN MATHEMATICS  AND COMPUTER SCIENCE EDUCATION:  A SYSTEMATIC THEMATIC REVIEW  OF DISCIPLINARY LEARNING SUPPORT]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/machine-learning-in-mathematics-and-computer-science-education-a-systematic-thematic-review-of-disciplinary-learning-support/view</guid><link>https://journals.azbuki.bg/mathinfo/machine-learning-in-mathematics-and-computer-science-education-a-systematic-thematic-review-of-disciplinary-learning-support/view</link><description><![CDATA[Machine learning (ML) is being increasingly used in mathematics and computer science education,  but the educational value of machine learning is not theorized or assessed evenly. The current studies focus on predictive accuracy, automation, and personalization, which raises the question of whether such applications are relevant to supporting higher-order disciplinary learning. This gap is filled by the current study, which is a qualitative systematic review based on the PRISMA framework of open-access and Q1/Q2 peer-reviewed articles published between 2014 and 2025. Through reflexive thematic analysis, sixteen studies were synthesised in four dimensions of analysis, namely application types, evaluation practices, cognitive support, and pedagogical integration. The results show that there is a systematic predominance of predictive analytics and performance-based assessment, but little overt scaffolding in problem solving, abstraction, and conceptual knowledge. Notably, ML systems are frequently used as back-end analytics and not as a learning-focused instructional tool. This review is novel in that it is a discipline-specific, cognition-based synthesis, shifting the ML paradigm from outcome prediction to pedagogically grounded cognitive scaffolding. Such a point of view provides practical design and assessment guidelines to narrow the divide between ML innovation and disciplinary learning in the education of mathematics and computer science.]]></description><pubDate>Sun, 10 May 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-5-6-mlm</dc:identifier><dc:creator>Eyal Sadeh</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>578</prism:startingPage><prism:endingPage>597</prism:endingPage><prism:publicationDate>2026-05-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[A PROPERTY OF A TETRAHEDRON WITH A RIGHT TRIHEDRAL ANGLE]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/a-property-of-a-tetrahedron-with-a-right-trihedral-angle/view</guid><link>https://journals.azbuki.bg/mathinfo/a-property-of-a-tetrahedron-with-a-right-trihedral-angle/view</link><description><![CDATA[A property of a tetrahedron with a right trihedral angle is considered.  Several approaches to its proof are presented.  For this purpose, auxiliary statements are discussed,  which also have independent significance.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-4-1-ptr</dc:identifier><dc:creator>Dragomir Grozev</dc:creator><dc:creator>Nikolai Nikolov</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>377</prism:startingPage><prism:endingPage>386</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>4</prism:number></item><item><title><![CDATA[ПРИНОСЪТ НА РАЗШИРЕНАТА  ПОДГОТОВКА ПО МАТЕМАТИКА В ПРОГИМНАЗИЯТА]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/prinost-na-razsirenata-podgotovka-po-matematika-v-progimnaziyata/view</guid><link>https://journals.azbuki.bg/mathinfo/prinost-na-razsirenata-podgotovka-po-matematika-v-progimnaziyata/view</link><description><![CDATA[Анализиран е приносът на разширената подготовка по математика в прогимназиален етап върху резултатите от Националното външно оценяване (НВО) след VII клас.  Получените резултати не показват статистически значима положителна връзка между участието в разширена подготовка по математика и резултатите на учениците при Националното външно оценяване.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-4-2-cet</dc:identifier><dc:creator>Кирил Банков</dc:creator><dc:creator>Филип Петров</dc:creator><dc:creator>Борислава Кирилова</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>387</prism:startingPage><prism:endingPage>403</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>4</prism:number></item><item><title><![CDATA[АНАЛИЗ НА РЕЗУЛТАТИТЕ  ОТ НАЦИОНАЛНОТО ВЪНШНО ОЦЕНЯВАНЕ ПО МАТЕМАТИКА ЗА 7.  КЛАС, 2025 ГОДИНА]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/analiz-na-rezultatite-ot-nacionalnoto-vnsno-ocenyavane-po-matematika-za-7-klas-2025-godina/view</guid><link>https://journals.azbuki.bg/mathinfo/analiz-na-rezultatite-ot-nacionalnoto-vnsno-ocenyavane-po-matematika-za-7-klas-2025-godina/view</link><description><![CDATA[Статията разглежда представянето на седмокласниците на Националното външно оценяване по математика през 2025 г.,  като цели да очертае някои основни изводи,  да идентифицира предизвикателства и да предложи насоки за подобряване на учебния процес.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-4-3-arn</dc:identifier><dc:creator>Павлин Цонев</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>404</prism:startingPage><prism:endingPage>421</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>4</prism:number></item><item><title><![CDATA[APPLICATION OF METACOGNITIVE  STRATEGIES AND ARTIFICIAL  INTELLIGENCE IN THE LEARNING PROCESS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/application-of-metacognitive-strategies-and-artificial-intelligence-in-the-learning-process/view</guid><link>https://journals.azbuki.bg/mathinfo/application-of-metacognitive-strategies-and-artificial-intelligence-in-the-learning-process/view</link><description><![CDATA[This article examines the application of metacognitive strategies in the instruction of rational inequalities for  \(9^{\text {th }}\)-grade students.  The study presents a pedagogical model that integrates artificial intelligence (AI) tools – specifically ChatGPT and Desmos – to support students’ self-reflection and selfregulation.  Conducted as a qualitative classroom-based observation over 12 lessons, the study explores how these digital tools may act as cognitive supports within mathematical problem-solving. The focus is on describing the dynamics of student engagement and reflective thinking in an authentic classroom environment rather than on providing controlled empirical measurement of the outcomes.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-4-4-ams</dc:identifier><dc:creator>Lyuba Petrova</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>422</prism:startingPage><prism:endingPage>436</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>4</prism:number></item><item><title><![CDATA[AN EXPERIMENT SIMULATING  CORPORATE TRAINING USING BUSINESS  PROCESS MODELS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/an-experiment-simulating-corporate-training-using-business-process-models/view</guid><link>https://journals.azbuki.bg/mathinfo/an-experiment-simulating-corporate-training-using-business-process-models/view</link><description><![CDATA[The article examines the application of business processes in the design and implementation of corporate strategy for employee’s professional development.  A training approach using processes in an organization is presented, which allows for the definition and unambiguous formalization of a learning goal and the learning path for its achievement. A model of a corporate hierarchy is used, represented by a tree structure of roles, implemented in cloud space. Each role is attached to the business processes in which it participates. In the proposed approach, the training of an employee is initiated by a manager with leadership duties,  who defines the structure of the business process in accordance with corporate strategy.  A simulation of corporate training was conducted with students of Plovdiv University. The students are divided into teams, each student simulating the activities of an employee with a specific role in the organization.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-4-5-esc</dc:identifier><dc:creator>Lilyana Rusenova</dc:creator><dc:creator>Margarita Gocheva</dc:creator><dc:creator>Elena Somova</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>437</prism:startingPage><prism:endingPage>453</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>4</prism:number></item><item><title><![CDATA[ADAPTING THE BEHAVIOR OF VIRTUAL  CHARACTERS IN EDUCATIONAL VIDEO  GAMES]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/adapting-the-behavior-of-virtual-characters-in-educational-video-games/view</guid><link>https://journals.azbuki.bg/mathinfo/adapting-the-behavior-of-virtual-characters-in-educational-video-games/view</link><description><![CDATA[Virtual players, also known as non-playable characters (NPCs), are utilized in educational video games to create an engaging gameplay experience that leads to improved learning outcomes and enhanced skills and competencies. To foster motivation and engagement among real game players, such NPCs often exhibit dynamically adapted behavior tailored to the player's specific attitudes, outcomes, and emotions. This literature review examines existing approaches and techniques for user-centered adaptation of NPC behavior in educational video games. To create more effective, plausible, and motivating NPCs, the authors seek to identify the dimensions of NPC behavior that convey emotional state, as well as the player characteristics modeled to support user-centric adaptation of NPC behavior. Next, the paper outlines the techniques implied for the implementation and validation of such adaptation, followed by modern trends and research challenges in NPC behavior adaptation, in the epoch of a massive invasion of AI. The findings promise to help specialists design, implement, and validate more plausible and intriguing NPCs, with enhanced abilities to motivate and engage real players of educational video games.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-4-6-abv</dc:identifier><dc:creator>Radina Panayotova</dc:creator><dc:creator>Boyan Bontchev</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>454</prism:startingPage><prism:endingPage>472</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>4</prism:number></item><item><title><![CDATA[OBTAINING AN ANALYTICAL SOLUTION  OF FIRST-ORDER DIFFERENTIAL  EQUATIONS WITH CHATGPT]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/obtaining-an-analytical-solution-of-first-order-differential-equations-with-chatgpt/view</guid><link>https://journals.azbuki.bg/mathinfo/obtaining-an-analytical-solution-of-first-order-differential-equations-with-chatgpt/view</link><description><![CDATA[ChatGPT is a part of the artificial intelligence developed by OpenAI,  which was officially launched in 2022.  It is a tool that enables interactive conversations and provides explanations, guidance and information across various fields related to everyday life, education and professional work. On the other hand, differential equations are deeply connected to nature and the laws of physics, playing an essential role in the mathematical modelling of real-world phenomena. Therefore, in this paper we analyse ChatGPT’s capability to solve first-order ordinary differential equations,  with a focus on obtaining accurate analytical solutions.  Our analysis includes the following types of equations: equations with separable variables,  linear differential equations, Bernoulli differential equations, and other nonlinear differential equations. Our goal is to assess the accuracy and applicability of ChatGPT in solving this type of mathematical problem through the analysis of various examples.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-4-7-oas</dc:identifier><dc:creator>Biljana Zlatanovska</dc:creator><dc:creator>Marija Miteva</dc:creator><dc:creator>Natasa Koceska</dc:creator><dc:creator>Saso Koceski</dc:creator><dc:creator>Limonka Lazarova</dc:creator><dc:creator>Mirjana Vitanova</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>473</prism:startingPage><prism:endingPage>490</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>4</prism:number></item><item><title><![CDATA[ЗА ЕДНА ВРЪЗКА МЕЖДУ OEIS, ФЕСТИВАЛА НА МЛАДИТЕ МАТЕМАТИЦИ 2025 И АНИМАЦИОННАТА ПОРЕДИЦА „ФУТУРАМА“]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/za-edna-vrzka-mezdu-oeis-festivala-na-mladite-matematici-2025-i-animacionnata-poredica-futurama/view</guid><link>https://journals.azbuki.bg/mathinfo/za-edna-vrzka-mezdu-oeis-festivala-na-mladite-matematici-2025-i-animacionnata-poredica-futurama/view</link><description><![CDATA[Отправна позиция на статията е комбинаторна задача от Фестивала на младите математици 2025,  изследваща максималния брой различни транспозиции,  които могат да бъдат извършени върху дадена пермутация така,  че началното разположение да бъде възстановено. Показана е връзка с редицата A011848 от Онлайн енциклопедията на целочислените редици (OEIS)  и е доказано обобщение за максималната дължина на поредица от различни транспозиции,  свързваща два елемента на симетричната група  \(S_{n}\).]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-3-1-ocb</dc:identifier><dc:creator>Ивайло Кортезов</dc:creator><dc:creator>Младен Вълков</dc:creator><dc:creator>Мирослав Маринов</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>255</prism:startingPage><prism:endingPage>267</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>3</prism:number></item><item><title><![CDATA[МЕТОДОЛОГИЧНИ АСПЕКТИ В ОБУЧЕНИЕТО ПО МАТЕМАТИКА НА УЧЕНИЦИ С РАЗСТРОЙСТВА ОТ АУТИСТИЧНИЯ СПЕКТЪР В НАЧАЛНИЯ ЕТАП НА ОСНОВНАТА ОБРАЗОВАТЕЛНА СТЕПЕН]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/metodologicni-aspekti-v-obucenieto-po-matematika-na-ucenici-s-razstroistva-ot-autisticniya-spektr-v-nacalniya-etap-na-osnovnata-obrazovatelna-stepen/view</guid><link>https://journals.azbuki.bg/mathinfo/metodologicni-aspekti-v-obucenieto-po-matematika-na-ucenici-s-razstroistva-ot-autisticniya-spektr-v-nacalniya-etap-na-osnovnata-obrazovatelna-stepen/view</link><description><![CDATA[В статията се разглеждат някои специфични подходи,  които са ефективни в обучението по математика на ученици с разстройство от аутистичния спектър (РАС).  Описват се някои характеристики на учениците с аутизъм,  както и са посочени някои методологични подходи в тяхното обучение по математика. Разгледан е математически модел,  който дава възможност за постепенно разширяване и добавяне на нов учебен материал.  Описани са и примерни задачи, които биха били подходящи в обучението на учениците с разстройство от аутистичния спектър в общообразователния клас.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-3-2-mat</dc:identifier><dc:creator>Милен Замфиров</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>268</prism:startingPage><prism:endingPage>280</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>3</prism:number></item><item><title><![CDATA[STEM-BASED DESIGN, AI TOOLS, AND PROBLEM TYPIFICATION IN SCHOOL STUDENTS’ CONSTRUCTIVE LEARNING OF PARALLEL TRANSLATION]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/stem-based-design-ai-tools-and-problem-typification-in-school-students-constructive-learning-of-parallel-translation/view</guid><link>https://journals.azbuki.bg/mathinfo/stem-based-design-ai-tools-and-problem-typification-in-school-students-constructive-learning-of-parallel-translation/view</link><description><![CDATA[The transformation of geometric figures is one of the important topics in the school geometry course. Their study was primarily focused on the classical analytical representation. At the same time, the constructive component has been considered to a lesser extent. However, it allows for a more visual representation of the geometric meaning of each transformation. Thus, the task was set to use the example of the operation of parallel translation of figures, relying on the constructive nature of geometry to reveal important components in the formation of students’ understanding of such transformations. The main body of the article presents examples supported by diagrams and worked solutions.  On this basis, the authors illustrate how, in their view,  the study of geometric transformations may be modified by shifting the emphasis toward geometric constructions, the practical implementation of student STEM projects, and the use of artificial intelligence technologies.  The concluding section summarizes the material and outlines directions for further research on this topic,  including the prospects for implementing the proposed theoretical model in educational practice.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-3-3-sbd</dc:identifier><dc:creator>Ivan Lenchuk</dc:creator><dc:creator>Oleksandr Mosiiuk</dc:creator><dc:creator>Alla Prus</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>281</prism:startingPage><prism:endingPage>296</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>3</prism:number></item><item><title><![CDATA[ADAPTIVE LEARNING IN MIXED REALITY:  NEW HORIZONS FOR  PERSONALIZED EDUCATION]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/adaptive-learning-in-mixed-reality-new-horizons-for-personalized-education/view</guid><link>https://journals.azbuki.bg/mathinfo/adaptive-learning-in-mixed-reality-new-horizons-for-personalized-education/view</link><description><![CDATA[The integration of Artificial Intelligence (AI) and Mixed Reality (MR)  in education is revolutionizing the way learners interact with digital content.  This paper explores how AI-powered adaptive learning systems, combined with Unreal Engine 5 (UE5), can enhance immersive educational experiences. UE5 provides high-fidelity virtual environments, enabling interactive and engaging simulations that respond dynamically to learners’ needs. AI algorithms analyze user interactions,  preferences, and cognitive load to personalize content in real-time, fostering deeper engagement and improved knowledge retention.  The study examines key applications,  including gesture recognition,  voice interaction, and real-time adaptation of virtual learning environments. Challenges such as optimization for real-time performance, ethical considerations,  and user accessibility are also discussed. The findings highlight the potential of AI-driven MR experiences in reshaping education, making learning more accessible, interactive, and personalized.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-3-4-alm</dc:identifier><dc:creator>Ivan Trenchev</dc:creator><dc:creator>Vladimir Angelov</dc:creator><dc:creator>Yana Karshiyska</dc:creator><dc:creator>Yordan Spirov</dc:creator><dc:creator>Kamelia Shumanova</dc:creator><dc:creator>Borislav Zashev</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>297</prism:startingPage><prism:endingPage>314</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>3</prism:number></item><item><title><![CDATA[STEM В ДЕЙСТВИЕ – РОЛЕВИ ИГРИ И ИЗКУСТВЕН ИНТЕЛЕКТ В СЪВРЕМЕННИЯ УРОК]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/stem-v-deistvie-rolevi-igri-i-izkustven-intelekt-v-svremenniya-urok/view</guid><link>https://journals.azbuki.bg/mathinfo/stem-v-deistvie-rolevi-igri-i-izkustven-intelekt-v-svremenniya-urok/view</link><description><![CDATA[Статията представя модел на урок по информационни технологии с интегрирани STEM елементи,  реализиран чрез ролеви игри и изкуствен интелект (AI).  Поставените задачи на учениците включват работа с AI чатботове,  които симулират известни учени,  за да развият изследователски умения и критично мислене.  Описани са методика,  инструменти,  критерии за оценка,  резултати и ограничения на модела.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-3-5-sar</dc:identifier><dc:creator>Иван Петков</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>315</prism:startingPage><prism:endingPage>326</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>3</prism:number></item><item><title><![CDATA[APPLICATION OF DATA MINING TO MONITOR THE LEARNING OUTCOMES OF HIGHER EDUCATION STUDENTS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/application-of-data-mining-to-monitor-the-learning-outcomes-of-higher-education-students/view</guid><link>https://journals.azbuki.bg/mathinfo/application-of-data-mining-to-monitor-the-learning-outcomes-of-higher-education-students/view</link><description><![CDATA[Analysis of student test results is an important stage in the learning process.  It provides valuable information about the effectiveness of the learning process,  identifies problem areas and develops measures to address them.  The problem of choosing a method for assessing the level of training,  the quality of knowledge,  skills and abilities is extremely important. In order to improve the efficiency of the educational process in the discipline "Programming",  a comprehensive analysis of student test results was carried out.  The study included both quantitative data analysis (average score,  percentage of correct answers)  and qualitative analysis of typical mistakes and difficulties faced by students.  Five tests covering the entire spectrum of the C programming discipline were selected for the study.  The use of the R programming language allowed for in-depth data analysis and a detailed picture of students’ learning achievements.  The study proves that data analysis can be a powerful tool for improving the educational process.  A detailed analysis of the test results of students allowed us to identify weaknesses in the curriculum and develop a model that can predict student performance.  The analysis can be used to create more individualized curricula and improve the overall efficiency of the educational proces.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-3-6-adm</dc:identifier><dc:creator>Olha V. Korotun</dc:creator><dc:creator>Galyna V. Marchuk</dc:creator><dc:creator>Vitalii L. Levkivskyi</dc:creator><dc:creator>Oleksandra M. Svintsytska</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>327</prism:startingPage><prism:endingPage>346</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>3</prism:number></item><item><title><![CDATA[THE MAZE: SOLVING STRATEGIES OF PRIMARY SCHOOL STUDENTS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/the-maze-solving-strategies-of-primary-school-students/view</guid><link>https://journals.azbuki.bg/mathinfo/the-maze-solving-strategies-of-primary-school-students/view</link><description><![CDATA[The maze as a didactic tool plays an important role in mathematics education because it provides a unique way to develop important skills.  Solving mazes requires students to actively engage and apply various heuristic methods, which stimulates their creative thinking and ability to make effective decisions.  This study focuses on the use of mazes and analyses the maze-solving strategies used by students aged 7 to 12 years to overcome them. Results from a study of 159 primary school students show that the most effective strategies are eliminating dead ends,  simulating passage, and recording decisions. The study highlights the importance of promoting the development of students' own strategies and systematically recording their procedures as key elements for enriching mathematics education.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-3-7-tms</dc:identifier><dc:creator>Alžběta Kolaříková</dc:creator><dc:creator>Radka Dofková</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>347</prism:startingPage><prism:endingPage>363</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>3</prism:number></item><item><title><![CDATA[INFORMAL STYLE IN MATHEMATICS TEACHING]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/informal-style-in-mathematics-teaching/view</guid><link>https://journals.azbuki.bg/mathinfo/informal-style-in-mathematics-teaching/view</link><description><![CDATA[This article presents some possibilities for inserting an informal style of learning into a classical mathematics lesson. The concepts used are clarified – formal,  nonformal and informal learning, and the characteristic communication style in informal learning. Some studies are presented, aimed at the benefits and possibilities of non-formal and informal learning for increasing mathematics achievement in formal learning. Various examples are given,  in an informal style,  which can be implemented in a classical mathematics lesson. In the article, the focus is on the application of elements (dialogues, texts, images and videos), atypical for a classical mathematics lesson and distinguished by an informal style of communication and presentation of information.  The main idea of this approach is for the teacher to enter the surrounding environment in a non-formal way, as a bearer of a non-standard view of mathematics. The goal is for the student to have internal motivation to have fun with humor with a mathematical subtext. Specific examples are given and methodological guidelines for their application in formal learning are described. The aim of the study is to analyze the didactic potential of elements of the informal style in mathematics education. The study is guided by the hypothesis that the purposeful use of informal style (humor, visual memes and dialogic texts) is accepted by teachers and similar examples should be given in the preparation of future teachers. The article is based on the opinion of 230 mathematics teachers and observations on the work of future teachers.  The study shows high acceptance of humorous and informal elements in the classroom.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-6-1-ism</dc:identifier><dc:creator>Nataliya Hristova Pavlova</dc:creator><dc:creator>Martin Petrov</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>125</prism:startingPage><prism:endingPage>141</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>2</prism:number></item><item><title><![CDATA[КРИТИЧЕН ПОГЛЕД КЪМ ОБУЧЕНИЕТО ПО ИНФОРМАТИКА: АНКЕТНО ПРОУЧВАНЕ СРЕД УЧИТЕЛИ В СРЕДНОТО УЧИЛИЩЕ]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/kriticen-pogled-km-obucenieto-po-informatika-anketno-proucvane-sred-uciteli-v-srednoto-ucilishhe/view</guid><link>https://journals.azbuki.bg/mathinfo/kriticen-pogled-km-obucenieto-po-informatika-anketno-proucvane-sred-uciteli-v-srednoto-ucilishhe/view</link><description><![CDATA[Настоящата статия представя резултатите от анкетно проучване сред 50 учители по информатика в български средни училища,  целящо да идентифицира основните предизвикателства в обучението по информатика и да предложи практически насоки за тяхното преодоляване.  Чрез количествен и качествен анализ на събраните данни се открояват ключови проблемни области: неактуално учебно съдържание,  недостатъчни технически ресурси,  нужда от професионално развитие и затруднения в мотивирането на учениците.  Предложени са седем насоки за подобрение,  включващи реформа в учебното съдържание,  инвестиции в техника, учителска квалификация,  прилагане на иновативни методи и сътрудничество с ИТ индустрията.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-2-2-cpi</dc:identifier><dc:creator>Самуил Жерев</dc:creator><dc:creator>Елена Каращранова</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>142</prism:startingPage><prism:endingPage>161</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>2</prism:number></item><item><title><![CDATA[VOLUME OF A TRUNCATED CONE VIA GEOMETRIC SIMILARITY]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/volume-of-a-truncated-cone-via-geometric-similarity/view</guid><link>https://journals.azbuki.bg/mathinfo/volume-of-a-truncated-cone-via-geometric-similarity/view</link><description><![CDATA[The following study addresses the issue of calculating with precision the volume of a truncated right circular cone while provided with limited information on the dimensions of the object itself (being given the relation between the radii,  the vertical heights,  or the slanted heights).  The results include the proof of two theorem generalizations for the calculation of said volume with either of the three given elements via the principles of geometric similarity.  It is shown that,  due to the similarity between the full cone and the smaller removed cone,  the volume of the truncated cone can be expressed using the difference of cubes of the corresponding linear dimensions.  Revisiting the classical volume formula through the principles of geometric similarity,  this work provides six alternative expressions that have both theoretical value and direct applications,  especially in the field of education.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-1-3-vtc</dc:identifier><dc:creator>Blagovest Ivanov</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>162</prism:startingPage><prism:endingPage>172</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>2</prism:number></item><item><title><![CDATA[ТЕОРЕТИЧЕН АНАЛИЗ НА ВЪЗМОЖНОСТИТЕ ЗА ИЗПОЛЗВАНЕ НА ВИЗУАЛНО ПРОГРАМИРАНЕ С KODU В ЧАСОВЕТЕ ПО КОМПЮТЪРНО МОДЕЛИРАНЕ В 3.  И 4.  КЛАС]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/teoreticen-analiz-na-vzmoznostite-za-izpolzvane-na-vizualno-programirane-s-kodu-v-casovete-po-kompyutrno-modelirane-v-3-i-4-klas/view</guid><link>https://journals.azbuki.bg/mathinfo/teoreticen-analiz-na-vzmoznostite-za-izpolzvane-na-vizualno-programirane-s-kodu-v-casovete-po-kompyutrno-modelirane-v-3-i-4-klas/view</link><description><![CDATA[В настоящата работа са проучени възможностите за употреба на средата за визуално програмиране Kodu като алтернатива на утвърдените среди за блоково програмиране,  предлагащи пропедевтика за най-малките ученици. В контекста на учебните програми в България е потвърдена възможността за използване на визуално програмиране с Kodu като ефективен инструмент за обучение по компютърно моделиране в 3.  и 4.  клас.  Направен е анализ на езика за правила Semantic Web Rule Language (SWRL)  и е представен илюстративен пример за онтология в Kodu.  Проучването показва,  че правилата за визуално програмиране в Kodu могат да се сравнят със SWRL правила.  Това предоставя ценни аналитични възможности за разширяване на учебните практики към областта на изкуствения интелект.  По този начин средата Kodu дава известно предимство,  защото може да се използва не само за първи стъпки в програмирането,  но може послужи и като пропедевтика за бъдещо обучение за работа с изкуствен интелект.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-6-4-tap</dc:identifier><dc:creator>Цветанка Георгиева - Трифонова</dc:creator><dc:creator>Петя Григорова - Калчева</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>173</prism:startingPage><prism:endingPage>189</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>2</prism:number></item><item><title><![CDATA[ENHANCING COMPUTATIONAL THINKING AND CODE COMPREHENSION THROUGH ADVANCED PARSONS PUZZLES]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/enhancing-computational-thinking-and-code-comprehension-through-advanced-parsons-puzzles/view</guid><link>https://journals.azbuki.bg/mathinfo/enhancing-computational-thinking-and-code-comprehension-through-advanced-parsons-puzzles/view</link><description><![CDATA[Parsons puzzles are simplified code-construction tasks in which learners construct programs by selecting and rearranging predefined program segments. As a wellestablished pedagogical tool in programming education, they stimulate computational thinking and a deeper understanding of code by focusing on the structure and logic of the code rather than on syntax. Although many implementations of Parsons puzzles exist today, most of them offer only standard functionality and are locked to a single language. To overcome these limitations and expand the puzzle variability, this paper presents an improved architecture for Parsons puzzles, introducing new features designed to improve applicability across courses and languages. Several key additions have been integrated into the presented Parsons puzzles application: (1) Flexible support for languages with dissimilar syntax, (2) Multi-line puzzle blocks, (3) An improved version for handling nested constructions,  (4) The introduction of the concept of mini-blocks for constructing more complex puzzles in realistic scenarios, (5) Support for “fill-in-the-blank” puzzles.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-2-5-ect</dc:identifier><dc:creator>Ivo Damyanov</dc:creator><dc:creator>Martin Madzhov</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>190</prism:startingPage><prism:endingPage>206</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>2</prism:number></item><item><title><![CDATA[DESIGN AND IMPLEMENTATION OF AUTO-VERIFYING GEOMETRY APPLETS FOR DIGITAL LEARNING]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/design-and-implementation-of-auto-verifying-geometry-applets-for-digital-learning/view</guid><link>https://journals.azbuki.bg/mathinfo/design-and-implementation-of-auto-verifying-geometry-applets-for-digital-learning/view</link><description><![CDATA[Dynamic Geometry Systems have advanced considerably in recent years,  yet the lack of open-source solutions that can automatically verify answers and provide feedback on geometric construction exercises still limits their wider use in education.  This challenge arises from the inherent difficulty of assessing complex geometric constructions with computational methods.  GeoTry was designed to address this need as an interactive digital learning resource developed with GeoGebra.  It supports both teachers and learners by automatically verifying geometric construction exercises and offering structured guidance based on Pólya’s problem-solving approach.  We investigate how automatic verification can be meaningfully embedded in geometric construction exercises,  focusing on the underlying design principles and technical considerations.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-2-6-dia</dc:identifier><dc:creator>Peter Vajo</dc:creator><dc:creator>Ágnes Bazso</dc:creator><dc:creator>Dániel Tóth</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>207</prism:startingPage><prism:endingPage>221</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>2</prism:number></item><item><title><![CDATA[PROBLEMS FOR PLANE FIGURES RELATED TO CONIC SECTIONS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/problems-for-plane-figures-related-to-conic-sections/view</guid><link>https://journals.azbuki.bg/mathinfo/problems-for-plane-figures-related-to-conic-sections/view</link><description><![CDATA[This work is dedicated to problems involving plane figures defined by points related to conic sections. The presented problems involve finding elements or areas of convex polygons whose vertices lie on ellipses, hyperbolas, and parabolas.  Extremal area problems are also considered.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-2-7-ppf</dc:identifier><dc:creator>Penka Rangelova</dc:creator><dc:creator>Marta Teofilova</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>222</prism:startingPage><prism:endingPage>241</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>2</prism:number></item><item><title><![CDATA[НА СИСТЕМАТА СА Ѝ НУЖНИ  СТАБИЛНОСТ И ГЪВКАВОСТ, А НЕ САМОЦЕЛНИ „ИНОВАЦИИ“]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/na-sistemata-sa-nuzni-stabilnost-i-gvkavost-a-ne-samocelni-inovacii/view</guid><link>https://journals.azbuki.bg/mathinfo/na-sistemata-sa-nuzni-stabilnost-i-gvkavost-a-ne-samocelni-inovacii/view</link><description><![CDATA[]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>7</prism:startingPage><prism:endingPage>10</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item><item><title><![CDATA[A METHOD FOR SOLVING EXTREMAL PROBLEMS IN ALGEBRA AND STEREOMETRY]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/a-method-for-solving-extremal-problems-in-algebra-and-stereometry/view</guid><link>https://journals.azbuki.bg/mathinfo/a-method-for-solving-extremal-problems-in-algebra-and-stereometry/view</link><description><![CDATA[In this article,  we propose a method for solving extremal problems in algebra and stereometry.  The method is applied to problems that can be addressed using basic elementary inequalities and trigonometric equalities in triangles.  These problems are reduced to finding the minimum or maximum value of a function.  The aim of the method is to construct a systematic algorithm for solving extremal problems.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-1-1-mse</dc:identifier><dc:creator>Ivaylo Dimitrov</dc:creator><dc:creator>Nina Dimitrova</dc:creator><dc:creator>Miroslav Hristov</dc:creator><dc:creator>Elis Kodzha</dc:creator><dc:creator>Mehmed Kodzha</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>11</prism:startingPage><prism:endingPage>19</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item><item><title><![CDATA[FAST ADAPTIVE ENTROPY-DRIVEN  MULTILEVEL IMAGE SEGMENTATION  USING LOOK-UP TABLES ON GPU  PLATFORMS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/fast-adaptive-entropy-driven-multilevel-image-segmentation-using-look-up-tables-on-gpu-platforms/view</guid><link>https://journals.azbuki.bg/mathinfo/fast-adaptive-entropy-driven-multilevel-image-segmentation-using-look-up-tables-on-gpu-platforms/view</link><description><![CDATA[This paper proposes a fast,  adaptive method for multilevel image segmentation based on Kapur’s entropy. Implemented on CPU and GPU, the method achieves up to 40× acceleration using CUDA and memory optimization. Segmentation quality is preserved while enabling real-time processing of large image batches. The experiments were carried out using the university’s high-performance computing (HPC) mini-cluster,  demonstrating its role as an educational and research platform.  The approach is scalable and suited for scientific and educational use. It builds upon earlier work on multidimensional histogram analysis,  applying entropy-driven modeling to image segmentation.]]></description><pubDate>Thu, 01 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-1-2-fae</dc:identifier><dc:creator>Georgi Petrov</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>20</prism:startingPage><prism:endingPage>36</prism:endingPage><prism:publicationDate>2026-01-01</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item></channel></rss>