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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[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>Fri, 10 Apr 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>2026-04-10</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>Fri, 10 Apr 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>2026-04-10</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>Fri, 10 Apr 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>2026-04-10</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>Fri, 10 Apr 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>2026-04-10</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>Fri, 10 Apr 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>2026-04-10</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>Fri, 10 Apr 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>2026-04-10</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>Fri, 10 Apr 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>2026-04-10</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>Tue, 10 Mar 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>2026-03-10</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>Tue, 10 Mar 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>2026-03-10</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>Tue, 10 Mar 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>2026-03-10</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>Tue, 10 Mar 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>2026-03-10</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>Tue, 10 Mar 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>2026-03-10</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>Tue, 10 Mar 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>2026-03-10</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>Tue, 10 Mar 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>2026-03-10</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>Tue, 10 Feb 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>2026-02-10</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>Tue, 10 Feb 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>2026-02-10</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>Tue, 10 Feb 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>2026-02-10</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>Tue, 10 Feb 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>2026-02-10</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>Tue, 10 Feb 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>2026-02-10</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>Tue, 10 Feb 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>2026-02-10</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>Tue, 10 Feb 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>2026-02-10</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>Sat, 10 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>2026-01-10</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>Sat, 10 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>2026-01-10</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>Sat, 10 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>2026-01-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item><item><title><![CDATA[MATHEMATICAL MODELLING IN THE COMPUTATION OF VOLUMES OF SOLIDS OF REVOLUTION]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/mathematical-modelling-in-the-computation-of-volumes-of-solids-of-revolution/view</guid><link>https://journals.azbuki.bg/mathinfo/mathematical-modelling-in-the-computation-of-volumes-of-solids-of-revolution/view</link><description><![CDATA[In this paper,  the influence of the mathematical modelling approach in computer-supported collaborative learning (CSCL final) on students’ knowledge of calculus contents, particularly the application of definite integral,  is examined. The research was conducted with the final-grade students at the grammar school. Two groups of the students, the experimental and the control one, were observed. Both the groups learned in CSCL environment, while in the experimental group, mathematical modelling was applied. The work of the experimental group students during the whole mathematical modelling process was monitored and analyzed. Some examples of the students’ solutions are described. After the learning process of the integral contents, the students’ learning achievements were tested and compared. The results indicate that the use of mathematical modelling increases the students’ interest in solving the definite integral application problems. It is proved that the students who applied modelling process had better results than the students who did not.]]></description><pubDate>Sat, 10 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-1-3-mmc</dc:identifier><dc:creator>Radoslav Božić</dc:creator><dc:creator>Aleksandar Milenković</dc:creator><dc:creator>Slađana Mitrović</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>37</prism:startingPage><prism:endingPage>58</prism:endingPage><prism:publicationDate>2026-01-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item><item><title><![CDATA[LEXAQUERY: A HYBRID CHATBOT SYSTEM FOR UNIVERSITY STUDENT INFORMATION SERVICES]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/lexaquery-a-hybrid-chatbot-system-for-university-student-information-services/view</guid><link>https://journals.azbuki.bg/mathinfo/lexaquery-a-hybrid-chatbot-system-for-university-student-information-services/view</link><description><![CDATA[Universities show a rapidly growing interest in using Artificial Intelligence tools. This paper presents LexaQuery, a new chatbot system for university information services that efficiently handles university information inquiries by combining computational linguistics with SQL database querying.  Instead of relying on large, resource-intensive large language models (LLMs), LexaQuery uses rule-based natural language processing to translate student questions into structured SQL. The system has a three-tier architecture comprising language processing for query translation, knowledge extraction (from databases and web scraping), and a user interaction layer. Performance evaluation at the University of Plovdiv Paisii Hilendarski demonstrates that this hybrid approach provides significantly faster response times than neural network-based alternatives while maintaining satisfactory accuracy for domain-specific tasks. The paper discusses the system’ s advantages in terms of integration with existing university information systems, performance efficiency, explainability, and the ability to operate without extensive computational resources,  as well as its linguistic flexibility and limitations in domain adaptation.  This research contributes to developing practical, efficient chatbot systems for educational institutions with constrained technical infrastructure.]]></description><pubDate>Sat, 10 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-1-4-lhc</dc:identifier><dc:creator>George Pashev</dc:creator><dc:creator>Silvia Gaftandzhieva</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>59</prism:startingPage><prism:endingPage>82</prism:endingPage><prism:publicationDate>2026-01-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item><item><title><![CDATA[МЕТОДОЛОГИЧЕСКИ ПРОБЛЕМИ И УЧИТЕЛСКИ НАБЛЮДЕНИЯ ВЪРХУ ДОБАВЕНАТА СТОЙНОСТ НА РАЗШИРЕНАТА ПОДГОТОВКА ПО МАТЕМАТИКА В УЧИЛИЩЕ]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/metodologiceski-problemi-i-ucitelski-nablyudeniya-vrxu-dobavenata-stoinost-na-razsirenata-podgotovka-po-matematika-v-ucilishhe/view</guid><link>https://journals.azbuki.bg/mathinfo/metodologiceski-problemi-i-ucitelski-nablyudeniya-vrxu-dobavenata-stoinost-na-razsirenata-podgotovka-po-matematika-v-ucilishhe/view</link><description><![CDATA[Обикновено броят на учебните часове по даден предмет се приема от учителите за недостатъчен за постигане на устойчиви резултати в усвояването на знанията и уменията.  Счита се,  че увеличаването на часовете би следвало да води до повишаване качеството на обучението.  Така въпросът за оптималния обем на учебното време стои винаги отворен.  Настоящото изследване поставя акцент върху този методологически проблем,  като анализира мненията на учители от столични училища,  които едновременно обучават два типа ученици – такива,  включени в разширена подготовка по математика,  и такива,  които се обучават единствено в рамките на задължителната програма.  Чрез сравнителен подход се изследва възприеманата от учителите добавена стойност на разширената подготовка,  както и отражението ѝ върху качеството на преподаването и учебните постижения. Получените резултати допринасят за по-задълбоченото разбиране на връзката между количествените параметри на учебното време и качествените измерения на образователния процес.  В Европейските училища към институциите на Европейския съюз допълнителните часове са организирани по различен начин.  Настоящото изследване разглежда и тези различия и търси отговор на въпроса как найефективно да се използва допълнителното време за обучение.]]></description><pubDate>Sat, 10 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-1-5-mit</dc:identifier><dc:creator>Kiril Bankov</dc:creator><dc:creator>Borislava Kirilova</dc:creator><dc:creator>Hristo Hristov</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>83</prism:startingPage><prism:endingPage>104</prism:endingPage><prism:publicationDate>2026-01-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item><item><title><![CDATA[ДВАДЕСЕТ И ВТОРА МЕЖДУНАРОДНА ОЛИМПИАДА ПО ЛИНГВИСТИКА]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/dvadeset-i-vtora-mezdunarodna-olimpiada-po-lingvistika/view</guid><link>https://journals.azbuki.bg/mathinfo/dvadeset-i-vtora-mezdunarodna-olimpiada-po-lingvistika/view</link><description><![CDATA[Статията е посветена на проведената през 2025 г.  Двадесет и международна олимпиада по лингвистика.  Представени са резултатите на българс ките участници,  справка за отличията от минали издания на олимпиадата.  една задачите от подборните контролни работи и нейното решение.]]></description><pubDate>Sat, 10 Jan 2026 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2026-1-6-til</dc:identifier><dc:creator>Иван Держански</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>105</prism:startingPage><prism:endingPage>112</prism:endingPage><prism:publicationDate>2026-01-10</prism:publicationDate><dc:date>2026</dc:date><prism:volume>69</prism:volume><prism:number>1</prism:number></item><item><title><![CDATA[ENHANCING STUDENT MOTIVATION AND ACHIEVEMENT THROUGH DIGITAL MIND MAPPING]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/enhancing-student-motivation-and-achievement-through-digital-mind-mapping/view</guid><link>https://journals.azbuki.bg/mathinfo/enhancing-student-motivation-and-achievement-through-digital-mind-mapping/view</link><description><![CDATA[The established mind mapping techniqu e can be effect ively applied in various digital contexts. In th is research, tasks related to el lipses were integrated into quizzes on the Moodle platform. Each task was designed using the mind mapping technique, enabling students to receive feedback and assistance at each step when they provided incorrect answers. The primary objective of this study was to evaluate improvements in student motivation and achievement through the digital implementation of mind maps. The experimental results showed that students who used this technique performed significantly better on tests compared to those who completed tasks using traditional methods. Additiona lly, a survey conducted among participants confirmed the effectiveness of digital mind maps in enhancing both student motivation and learning outcomes.]]></description><pubDate>Tue, 10 Jun 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-6-1-est</dc:identifier><dc:creator>Mikloš Kovač</dc:creator><dc:creator>Mirjana Brdar</dc:creator><dc:creator>Goran Radojev</dc:creator><dc:creator>Radivoje Stojković</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>487</prism:startingPage><prism:endingPage>511</prism:endingPage><prism:publicationDate>2025-06-10</prism:publicationDate><dc:date>2025</dc:date><prism:volume>68</prism:volume><prism:number>6</prism:number></item><item><title><![CDATA[APPLICATION OF PYTHON IN DATA FORECASTING USING SARIMA MODELS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/application-of-python-in-data-forecasting-using-sarima-models/view</guid><link>https://journals.azbuki.bg/mathinfo/application-of-python-in-data-forecasting-using-sarima-models/view</link><description><![CDATA[This study aims to build and estimate a SARIMA model to predict the prices of the shares of a company listed on NYSE. With the help of Python, the daily closing prices of the stock for the period from 3.01.2023 to 17.03.2025 were taken. Also, SARIMA models were evaluated and code was compiled to select the most appropriate parameters. Finally, the daily forecasts for one month were calculated. The study found that SARIMA model can be considered reli able for forecasting stock prices and can complement any other analysis method. Future research could also include enhancing the study with external factors and improving the forecasts could be also done by testing of SARIMAX models.]]></description><pubDate>Tue, 10 Jun 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-6-2-apd</dc:identifier><dc:creator>Vesela Dimitrova</dc:creator><prism:journalTitle>Математика и информатика</prism:journalTitle><prism:startingPage>512</prism:startingPage><prism:endingPage>532</prism:endingPage><prism:publicationDate>2025-06-10</prism:publicationDate><dc:date>2025</dc:date><prism:volume>68</prism:volume><prism:number>6</prism:number></item></channel></rss>