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The universities and faculties which educate teachers of mathematics for teaching pupils/students of any age group from pre-school age to higher education carefully monitor and compare valuable results of this research, detect the areas in which the mathematical achievements of pupils should be improved at the national level and propose the ways to improve the quality of education and achieve better learning outcomes. We deem particularly valuable contributions of the researchers regarding the samples of poorer mathematical achievements at the “local level” in neighbouring countries, as well as the presentation of examples of good practice by means of which we pave the path towards better achievements of pupils and, consequently, the improvement in the quality of teaching mathematics at the “local,” as well as the global level. This book contains the results of the research on teaching mathematics and examples of good practice provided by the scholars from the neighbouring countries: Bosnia and Herzegovina, Croatia, Hungary, Germany, Romania, Slovakia and Slovenia. Mathematics teachers and parents can use this book to find answers to specific questions connected to the understanding of contemporary trends and procedures in teaching mathematics in our surroundings. In this manner we are contributing to the global efforts to improve the quality of teaching mathematics. Thus, we are also affecting better learning outcomes in the area of mathematics, and consequently upward moving trends in economy. The following chapters are presented in this monograph: (1) Use of navigation devices in teaching mathematics at primary schools (Istvan Gubo); (2) The role of activity in teaching axial reflection (Ibolya Szilagyine Szinger); (3) Formal language of mathematics and logic in elementary school instruction of mathematics (Miljenko Stanic); (4) Center for mathematics in living room of the pre-school education institution (Visnja Vekic Kljaic); (5) The joy of mathematics (Edit Debrenti); (6) Application of the elements of Vedic mathematics in classes with Roma pupils (Goran Lapat and Lidija Eret); (7) Influence of development of computer technologies on teaching in Bosnia and Herzegovina (Sead Resic and Olgica Besic); (8) On the usage of interactive whiteboards in the teaching of mathematics in secondary schools in Primorje-Gorski Kotar County (Vedrana Mikulic Crnkovic and Sanja Rukavina); (9) Influence of interactive boards in improving teaching of mathematics in high school (Sead Resic and Nihad Cukle); (10) MayaVi as a tool for presentation of geometric bodies (Damir Horvat and Marija Jakus); (11) Reflected actionability — acquisition of reflection competences for prospective teachers (Markus Alexander Helmerich); (12) Dependence of the problem solving strategies on the problem context (Vida Manfreda Kolar and Tatjana Hodnik Cadez); (13) Three- and four-dimensional regular 4-solids move in the computer 2-screen (Emil Molnar and Istvan Prok); (14) Approaches to learning mathematics in engineering study program (Ljerka Jukic Matic, Ivan Matic, and Ana Katalenic); (15) University students’ understanding of graphs in mathematics, physics and other contexts (Zeljka Milin Sipus, Maja Planinic, Ana Susac, and Lana Ivanjek); (16) The sine and tangent function — concept images of pre-service mathematics teachers (Aleksandra Cizmesija and Zeljka Milin Sipus); (17) An approach to Operations Research course in the curriculum for computer science students (Ema Kusen and Marija Marinovic); (18) Fundamental prospective teachers’ algebraic knowledge (Karmelita Pjanic and Sanela Nesimovic); (19) Correlation between pupils’ managing of graphic data and their level of geometric thinking (Zeljko Gregorovic, Dijana Palinkas, and Margita Pavlekovic); (20) Future teachers’ attitudes toward the use of concept maps (Marija Juricic Devcic, Velimir Topolovec, and Ivan Mrkonjic); (21) The interrelations of the cognitive and metacognitive factors with the affective factors during problem solving (Ana Kuzle); (21) The influence of formal education and personal initiatives on the willingness to use ICT in teaching mathematics (Ivanka Deri, Karolina Dobi Barisic, and Ljerka Jukic Matic); (22) Humour in teaching mathematics and computer science courses — yes or no? (Ivana Durdevic, Ana Mirkovic Mogus, and Ana Katalenic); (23) Readiness of primary teachers to apply contemporary math teaching (Irena Misurac Zorica, Maja Cindric, and Marinko Pejic); (24) Data processing and presentation in primary school at elementary level — Dealing with teaching experiences (Marija Pisk); (25) Open-ended mathematical tasks for primary school youngsters (Diana Mesic and Sanja Basta); (26) Educational effects of the interactive method in studying the Pythagorean theorem in elementary school (Sead Resic and Zemina Seferovic); (27) Touch math (Aleksandra Krampac-Grljusic, Ivana Pavlekovic, and Monika Mihaljevic); and (28) Visualization of mathematical concepts — some examples from geometry teaching (Katalin Munkacsy). An index is included. Individual chapters contain references, tables, figures, and footnotes. Preface and abstracts are provided in both English and Croatian. [The following entities sponsored this work: Osijek — Baranja County, Osijek — City Goverment, Faculty of Electrical Engineering, Osijek Mathematical Society, Ministry of Science, Education and Sports of the Republic of Croatia, Ergovita. Abstract has been modified to meet ERIC guidelines.]