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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>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 (2024)                                Q4 (2024)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[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:math2026-3-1-ocb</dc:identifier><dc:creator>Ivaylo Kortezov</dc:creator><dc:creator>Mladen Valkov</dc:creator><dc:creator>Miroslav Marinov</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><item><title><![CDATA[МАТЕМАТИЧЕСКО МОДЕЛИРАНЕ В ПЪРВИ ГИМНАЗИАЛЕН ЕТАП: ИЗГРАЖДАНЕ НА МЕЖДУПРЕДМЕТНИ ВРЪЗКИ МЕЖДУ МАТЕМАТИКА, ФИЗИКА, БИОЛОГИЯ И ИНФОРМАЦИОННИ ТЕХНОЛОГИИ]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/matematicesko-modelirane-v-prvi-gimnazialen-etap-izgrazdane-na-mezdupredmetni-vrzki-mezdu-matematika-fizika-biologiya-i-informacionni-texnologii/view</guid><link>https://journals.azbuki.bg/mathinfo/matematicesko-modelirane-v-prvi-gimnazialen-etap-izgrazdane-na-mezdupredmetni-vrzki-mezdu-matematika-fizika-biologiya-i-informacionni-texnologii/view</link><description><![CDATA[Статията изследва педагогическите и организационните предизвикателства при внедряването на задачи с математическо моделиране в училищното обучение. Анализира се ролята на тези задачи като средство за свързване на абстрактни математически концепции с реални житейски ситуации, както и тяхното място в учебния процес – дали да бъдат част от часовете по математика, или по природни науки. Представени са примери от българската образователна практика, включително исторически опити за междупредметна интеграция и съвременни нормативни затруднения. Предложена е концепцията за STEM обучение като ефективен подход за преодоляване на липсата на синхрон между учебните програми и за насърчаване на сътрудничеството между учителите.]]></description><pubDate>Tue, 10 Jun 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-6-3-mmf</dc:identifier><dc:creator>Гергана Петрова</dc:creator><prism:journalTitle>Математика и Информатика</prism:journalTitle><prism:startingPage>533</prism:startingPage><prism:endingPage>553</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[OPTIMIZATION VS BOOSTING: COMPARISON OF STRATEGIES ON EDUCATIONAL DATASETS TO EXPLORE LOW-PERFORMING AT-RISK AND DROPOUT STUDENTS]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/optimization-vs-boosting-comparison-of-strategies-on-educational-datasets-to-explore-low-performing-at-risk-and-dropout-students/view</guid><link>https://journals.azbuki.bg/mathinfo/optimization-vs-boosting-comparison-of-strategies-on-educational-datasets-to-explore-low-performing-at-risk-and-dropout-students/view</link><description><![CDATA[The paper proposes a comprehensive student academic performance prediction approach by integrating machine learning with metaheuristic optimization. Initial models (Logistic Regression, Decision Tree, Random Forest, MLP) were refined using boosting techniques (Gradient Boos ting, XGBoost, LightG BM), with XGBoost achieving 95.59% accuracy. Eight modern optimization algorithms were applied for feature selection to enhance model efficiency and interpretability, with t he Grey Wolf Optimizer and the Heap-Based Optimizer outperforming others in key metrics. Support Vector Machine algorithms app lied after feature selection strengthened the predictive capability of the selected feature subsets. The research outcomes demonstrate that uniting boosting approaches with feature selection algorithms enables the creation of reliable and scalable predictive models that detect student success and failure earlier.]]></description><pubDate>Tue, 10 Jun 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-6-4-obc</dc:identifier><dc:creator>Ranjit Paul</dc:creator><dc:creator>Asmaa Mohamed</dc:creator><dc:creator>Peren Canatalay</dc:creator><dc:creator>Ashima Kukkar</dc:creator><dc:creator>Sadiq Hussain</dc:creator><dc:creator>Arun Baruah</dc:creator><dc:creator>Jiten Hazarika</dc:creator><dc:creator>Silvia Gaftandzhieva</dc:creator><dc:creator>Esraa Mahareek</dc:creator><dc:creator>Abeer Desuky</dc:creator><dc:creator>Rositsa Doneva</dc:creator><prism:journalTitle>Математика и Информатика</prism:journalTitle><prism:startingPage>554</prism:startingPage><prism:endingPage>577</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[ARTIFICIAL INTELLIGENCE AS A TOOL FOR PEDAGOGICAL INNOVATIONS IN MATHEMATICS EDUCATION]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/artificial-intelligence-as-a-tool-for-pedagogical-innovations-in-mathematics-education/view</guid><link>https://journals.azbuki.bg/mathinfo/artificial-intelligence-as-a-tool-for-pedagogical-innovations-in-mathematics-education/view</link><description><![CDATA[This article examines the emerging role of artificial intelligence (AI) tools in school education, highlighting the opportunities, benefits, and challenges they present for teaching and learning. It focuses on generative AI technologies – such as large language models, visual content generators, and educational chatbots – that are increasingly assisting teachers in preparing and delivering mathematics instruction. Special attention is paid to platforms that enable the automated generation of specific learning resources, such as digital worksheets and flashcards. The discussion is based on examples from the curriculum in probability and statistics, which demonstrate how effectively resources can be created using artificial intelligence. In addition, the article addresses issues related to data privacy, the reliability of content created with artificial intelligence, and the need for pedagogical monitoring to ensure the responsible and effective integration of artificial intelligence in the classroom.]]></description><pubDate>Tue, 10 Jun 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-6-5-ait</dc:identifier><dc:creator>Stanka Hadzhikoleva</dc:creator><dc:creator>Maria Borisova</dc:creator><dc:creator>Borislava Kirilova</dc:creator><prism:journalTitle>Математика и Информатика</prism:journalTitle><prism:startingPage>578</prism:startingPage><prism:endingPage>596</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[NONPARAMETRIC MAXIMUM LIKELIHOOD ESTIMATION IN BRANCHING PROCESSES WITH RANDOM MIGRATION]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/nonparametric-maximum-likelihood-estimation-in-branching-processes-with-random-migration/view</guid><link>https://journals.azbuki.bg/mathinfo/nonparametric-maximum-likelihood-estimation-in-branching-processes-with-random-migration/view</link><description><![CDATA[In the present work we consider a special case of estimation in branching stochastic processes with random migration.  The aim is to estimate the distributions of the offspring,  of the emigration and of the immigration components,  as well as the migration events probabilities,  using information about the entire family tree.  For this purpose,  the nonparametric maximum likelihood method is chosen.  Additionally,  estimators of the probability mass functions are derived and evaluated through simulations and computational analysis.]]></description><pubDate>Sat, 10 May 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-5-1-nml</dc:identifier><dc:creator>Tsvetomira Zlatkova</dc:creator><dc:creator>Vesela Stoimenova</dc:creator><prism:journalTitle>Математика и Информатика</prism:journalTitle><prism:startingPage>365</prism:startingPage><prism:endingPage>380</prism:endingPage><prism:publicationDate>2025-05-10</prism:publicationDate><dc:date>2025</dc:date><prism:volume>68</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[EXPLORING PICK’S THEOREM IN THE CLASSROOM: A COMPARISON BETWEEN TRADITIONAL AND DIGITAL METHODOLOGIES USING PICKSOLVER SOFTWARE]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/exploring-picks-theorem-in-the-classroom-a-comparison-between-traditional-and-digital-methodologies-using-picksolver-software/view</guid><link>https://journals.azbuki.bg/mathinfo/exploring-picks-theorem-in-the-classroom-a-comparison-between-traditional-and-digital-methodologies-using-picksolver-software/view</link><description><![CDATA[This paper presents a study that analyzes how traditional methods,  based on the use of paper-and-pencil (PPB),  can be integrated with digital tools to solve geometric problems using Pick’s theorem.  Students worked in groups of four and completed four tasks of increasing complexity,  solving each one first with traditional methods and then using PickSolver,  a custom software designed to compute polygonal areas and identify maximum-area polygons within lattice polygons,  even those containing holes. Results highlight distinct advantages: while PPB promoted deeper conceptual understanding and more deliberate reasoning,  PickSolver enabled quick verification and enhanced student motivation.  Rather than being opposing strategies,  both approaches worked best when combined.  Their integration created a more engaging and visually rich learning environment.  The results indicate that the integration of both methods supports more robust and meaningful mathematical learning.]]></description><pubDate>Sat, 10 May 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-5-2-ept</dc:identifier><dc:creator>fi Rubén Molano</dc:creator><dc:creator>fi Mar Avilá</dc:creator><dc:creator>fi José Carlos Sancho</dc:creator><dc:creator>fi Pablo G. Rodríguez</dc:creator><dc:creator>fi Andrés Caro</dc:creator><prism:journalTitle>Математика и Информатика</prism:journalTitle><prism:startingPage>381</prism:startingPage><prism:endingPage>410</prism:endingPage><prism:publicationDate>2025-05-10</prism:publicationDate><dc:date>2025</dc:date><prism:volume>68</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[СЕЛЕКЦИЯ НА ОТБОРА НА БЪЛГАРИЯ ЗА ДВАДЕСЕТ И ДЕВЕТАТА МЛАДЕЖКА БАЛКАНСКА ОЛИМПИАДА ПО МАТЕМАТИКА]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/selekciya-na-otbora-na-blgariya-za-dvadeset-i-devetata-mladezka-balkanska-olimpiada-po-matematika/view</guid><link>https://journals.azbuki.bg/mathinfo/selekciya-na-otbora-na-blgariya-za-dvadeset-i-devetata-mladezka-balkanska-olimpiada-po-matematika/view</link><description><![CDATA[Статията дава поглед към селекцията и подготовката на националния отбор за Младежката балканиада по математика 2025,  избраното в състезанието българско предложение и кратък отчет за представянето на отбора.]]></description><pubDate>Sat, 10 May 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-5-3-stb</dc:identifier><dc:creator>Мирослав Маринов</dc:creator><dc:creator>Ивайло Кортезов</dc:creator><prism:journalTitle>Математика и Информатика</prism:journalTitle><prism:startingPage>411</prism:startingPage><prism:endingPage>423</prism:endingPage><prism:publicationDate>2025-05-10</prism:publicationDate><dc:date>2025</dc:date><prism:volume>68</prism:volume><prism:number>5</prism:number></item><item><title><![CDATA[ИНФРАСТРУКТУРА ЗА СЪЗДАВАНЕ НА ЧАТБОТ С ГОЛЕМИ ЕЗИКОВИ МОДЕЛИ И КОНТЕКСТНО РАЗШИРЯВАНЕ НА ИНСТРУКЦИИТЕ]]></title><guid isPermaLink="true">https://journals.azbuki.bg/mathinfo/infrastruktura-za-szdavane-na-catbot-s-golemi-ezikovi-modeli-i-kontekstno-razsiryavane-na-instrukciite/view</guid><link>https://journals.azbuki.bg/mathinfo/infrastruktura-za-szdavane-na-catbot-s-golemi-ezikovi-modeli-i-kontekstno-razsiryavane-na-instrukciite/view</link><description><![CDATA[В статията се представя инфраструктура,  която интегрира свободно достъпни инструменти и големи езикови модели в персонализиран чатбот.  Целта е да се демонстрира как големите езикови модели могат да бъдат използвани с помощта на достъпно като цена GPU,  както и възможностите за разширяване на потребителските заявки с допълнителен контекст в зависимост от целите и областта на приложение.  Работата на предварително обучени големи езикови модели се демонстрира с помощта на технологията RAG (Retrieval-Augmented Generation,  или извличане с разширено генериране)  за български за решаване на конкретна задача в дадена тематична област.  Избраната задача е резюмиране на документи,  а областта е наука и образование.  Представеното решение може да се приложи за създаването на други приложения за български език.]]></description><pubDate>Sat, 10 May 2025 00:00:00 +0000</pubDate><dc:identifier>doi:10.53656/math2025-5-4-idl</dc:identifier><dc:creator>Jordan Kralev</dc:creator><dc:creator>Svetla Koeva</dc:creator><prism:journalTitle>Математика и Информатика</prism:journalTitle><prism:startingPage>424</prism:startingPage><prism:endingPage>440</prism:endingPage><prism:publicationDate>2025-05-10</prism:publicationDate><dc:date>2025</dc:date><prism:volume>68</prism:volume><prism:number>5</prism:number></item></channel></rss>