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At the University of Pécs (Hungary) mathematics courses are the basis for programs such as engineering and computer science. An online question bank was developed for university students to practice mathematical problem-solving and to use for exam assignments. Computer-aided test and assessment is widely used to support the teaching and learning of mathematics. In the research some aspects of question design were asked about the new possibilities of randomizing the question:: 1. What type of randomization is useful to introduce, and what are the limits of randomization? 2. Why is it sometimes so dangerous, what are the benefits, and what are the limits of it? 3. What type of math problems can be solved using random variables? 4. How can we ensure equal difficulty for the variation of questions? In our paper, some case studies of the task design are presented. The examples are from courses in mathematics at BSc and MSc levels, as well. [ABSTRACT FROM AUTHOR]

University of Pécs launched different MSc and BSc programs in engineering in 2013. The curriculum involves teaching Numerical methods. Our paper summarizes our experience obtained while teaching this subject. The focus of the subject was solving model problems using Maple, a Computer Algebra System (CAS), which sometimes substitutes the exact mathematical proofing. While solving model problems we tried to take advantage of the opportunities offered by the Maple computer algebra system. While composing the topics of the course, rapid development of computer algebra systems was taken into consideration. On the other hand, in this way students with limited mathematical skills are also able to understand more complex tasks, such as solutions of multivariate interpolations and regressions, or those of partial differential equations. In our paper we present some real-life examples from the course material and present some sample test questions using Maple T. A. test and assessment system. [ABSTRACT FROM AUTHOR]

We outline the systemic integration and use of evolving technologies by two mathematics departments, the one in a Faculty of Engineering (in Hungary), the other in a Faculty of Mathematics and Science (in Canada). Clearly these two departments play very different roles in their institutions. In one case, the students are at the university to study engineering and the mathematics department plays a specific service role. In the other case, the department has a more general role and it must sustain its programmes for mathematics majors and also seek out its service role for other departments in the university. In this article our aim is two-fold. First, we describe how these departments have undertaken and implemented the integration of technology in their programmes. Second, we reflect on how the systemic use of technology may impact recruitment, entrance and retention. [ABSTRACT FROM AUTHOR]