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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| 1Pavlova, N., 2024. Ïàâëîâà, Í., Òîí÷åâà, Ì. (2022). Íàãëàñè íà áúäåùèòå äåòñêè ó÷èòåëè êúì STEM ïîäõîäà, Ñï. „Ïåäàãîãèêà“, êíèæêà 8/2022, ãîäèíà XCIV, ñòð. 1053-1063, https://doi.org/10.53656/ped2022-8.08.
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
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01.06.2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
Öèòèðàíî â: Walaa Abdulaziz Al Muhanna, Exploring faculty awareness of ChatGPT technology in teaching at Prince Sattam Bin Abdulaziz University International Journal of Technology Enhanced Learning 2025 17:5, 1-30 (Web of Science) |
29.05.2025 |
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28.05.2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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28.05.2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N. (2023). Overview and development in the professional interests of graduate students. Math. Inform. 66, 223–233. doi: 10.53656/math2023-3-1-ove
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04.05.2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
Öèòèðàíî â: Jumah, J., Jumah, O., Hassan, E. (2025) The Impact of Artificial Intelligence on Flipped Learning and Online Learning, 4th International Conference on Technology and Innovation in Learning, Teaching and Education, UAE, 2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
Öèòèðàíî â: Fardian, D. Suryadi, D., Prabawanto, S., Jupr, A. (2025) Integrating Chat-GPT in the Classroom: A Study on Linear Algebra Learning in Higher Education, International Journal of Information and Education Technology, Vol. 15, No. 4, 2025 (Scopus) |
22.04.2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
Öèòèðàíî â: Nunez-Gutierrez, K., Rodriguez-Nieto, C. A., Correa-Sandoval, L., & Font Moll, V. (2025). High school Colombian students variational thinking triggered by mathematical connections in a laboratory on linear functions. International Electronic Journal of Mathematics Education, 20(1), em0800. https://doi.org/10.29333/iejme/15649 (Web of Science) |
15.04.2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Äðóãè
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
Öèòèðàíî â: Tanprasert, T. (2025) Agent Persona Design for Engagement in Virtual Dialogic Learning
Environments, Thesis submitted in partial fulfillment of the requirements for the degree of doctor of philosophy, The University Of British Columbia, Vancouver |
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| 1. Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
Öèòèðàíî â: Maria Lucia Bernardi, Roberto CaponeRoberto CaponeMario, LeporeMario Lepore (2025) Empowering Mathematics Educators: Integrating ChatGPT as a Tool for Innovative Teaching Practices, Conference: 17 International Conference on Computer Supported Education, 1-3 April, Porto
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29.03.2025 |
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| Ïåòðîâà, Ë., Ïàâëîâà, Í. (2025). Ôîðìèðàíå íà ìåòàêîãíèòèâíè êîìïåòåíòíîñòè ÷ðåç ñúçäàâàíå íà èãðè. Proceedings of the Fifty-Fourth Spring Conference of the Union of Bulgarian Mathematicians Varna, March 31 – April 4, 2025, ñòð. 167-172 (Scopus) |
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| Ìàð÷åâ, Ä., Èâàíîâà-Íåäåë÷åâà, À. Ïàâëîâà, Í. (2025). Âúçìîæíîñòè íà àñòðîíîìè÷åñêàòà îáñåðâàòîðèÿ êúì àñòðîíîìè÷åñêèÿ öåíòúð íà øóìåíñêèÿ óíèâåðñèòåò çà STEAM-îáó÷åíèå. Proceedings of the Fifty-Fourth Spring Conference of the Union of Bulgarian Mathematicians Varna, March 31 – April 4, 2025, ñòð. 143-149 (Scopus) |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Äðóãè
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| Ïàâëîâà Í., Ä. Ìàð÷åâ, Ðåôëåêñèÿ â èãðîâèÿ ïîäõîä, Ñáîðíèê íàó÷íè äîêëàäè îò þáèëåéíà ìåæäóíàðîäíà êîíôåðåíöèÿ „Ñèíåðãåòèêà è ðåôëåêñèÿ â îáó÷åíèåòî ïî ìàòåìàòèêà“ (2020), Ïàìïîðîâî, Áúëãàðèÿ, ISBN 978-619-202-595-3, ñ. 147 – 152.
Öèòèðàíî â: Å. Òîäîðîâà, Ðåôëåêñèÿòà â îáó÷åíèåòî ïî èíôîðìàöèîííè òåõíîëîãèè â ó÷èëèùå, Ïëîâäèâ, Óíèâåðñèòåòñêî èçäàòåëñòâî „Ïàèñèé Õèëåíäàðñêè“, 2024, ISBN: 978-619-202-992-0.
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24.02.2025 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025.
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| Pavlova N., Toncheva M. (2022), Types of solutions in the didactic game „Logical Monsters“. Mathematics & Informatics, Vol. 65 Issue 5, p. 484-493. Öèòèðàíî â: Ãà÷åâ, Ã., Ïðîãðàìíà ðåàëèçàöèÿ íà èãðàòà \"Êîìáèíàöèÿ äåâåò\", Mathematics & Informatics, 2024, Vol 67, Issue 3, p. 305 |
14.11.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova N., Toncheva M. (2022), Types of solutions in the didactic game „Logical Monsters“. Mathematics & Informatics, Vol. 65 Issue 5, p 484-493. Öèòèðàíî â: Âúëêîâ, Ì. (2024), ðàçâèòèå íà äèãèòàëíà êîìïåòåíòíîñò â îáðàçîâàíèåòî ïî ìàòåìàòèêà, Äèñåðòàöèÿ, ÈÌÈ-ÁÀÍ, http://www.math.bas.bg/IMIdocs/ZRASRB/docs/Mladen_Valkov-phd/Mladen_Valkov-avtoreferat-BG.pdf |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova N., (2020), Didactic Game “Possible Cross Sections”.Mathematics and Informatics. 63(4), 194 – 202. Öèòèðàíî â: Âúëêîâ, Ì. (2024), ðàçâèòèå íà äèãèòàëíà êîìïåòåíòíîñò â îáðàçîâàíèåòî ïî ìàòåìàòèêà, Äèñåðòàöèÿ, ÈÌÈ-ÁÀÍ, http://www.math.bas.bg/IMIdocs/ZRASRB/docs/Mladen_Valkov-phd/Mladen_Valkov-avtoreferat-BG.pdf |
14.11.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N., & Toncheva, M. (2022). Attitudes of Future Kindergarten Teachers towards the STEM Approach, Mathematics and Informatics, V. 8, 1053-1063, https://doi.org/10.53656/ped2022-8.08 Öèòèðàíî â: Aydin Mustan, S., & Valentinov Harizanov, K. (2024). The role of Microsoft platforms makecode and tinkercad in STEM education. Knowledge - International Journal , 66(2), 217–221. http://ikm.mk/ojs/index.php/kij/article/view/7020 |
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| Pavlova, N., & Marchev, D. (2024). Application of artificial intelligence in generation of STEM tasks. KNOWLEDGE - International Journal, 66(2), 185–191. https://ikm.mk/ojs/index.php/kij/article/view/7015 |
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Ergene, O., Ergene, B.C. AI ChatBots’ solutions to mathematical problems in interactive e-textbooks: Affordances and constraints from the eyes of students and teachers. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-13121-z |
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Shuang Quan, Yao Du, Yi Ding, Young Children and ChatGPT: Parents Use of ChatGPT in Parenting, CHI EA 24: Extended Abstracts of the 2024 CHI Conference on Human Factors in Computing Systems, May 2024, Article No.: 378, Pages 1–7, https://doi.org/10.1145/3613905.3650880 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Paulo, G. S. D., Dakuzaku, M. M. G., & Ortega, E. M. V. (2024). The importance of Method 300 to improve the mathematical foundation of first-year STEM Brazilian undergraduates. International Electronic Journal of Mathematics Education, 19(4), em0796. https://doi.org/10.29333/iejme/15518 |
25.10.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Hijazi, A. (2024). Unveiling the Impact of ChatGPT on Mathematical Dialogue and Engagement: A Thematic Case Study, Transforming education in the age of artificial intelligence - challenges, opportunities and prospects, Beirut, Lebanon |
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Ozcelik, N., Yagci, S (2024). ChatGPT Ters Youz Sinif Modeli ile Fransizka Okuma Becerisinim Gelistirilmesinde Kullanimi, Ozgur Yayinlariis, ISBN: 978-975-447-917-1 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Rouabhia, D. (2024). Artificial Intelligence Driven Course Generation: A Case Study Using ChatGPT, Vol. 5 No. 3 (2024): Artificial Intelligence and Education and Online Learning, https://doi.org/10.70091/atras/AI.18 |
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| Ïàâëîâà, Í. Íàãëàñè íà áúäåùèòå ó÷èòåëè çà ïðèëàãàíå íà èçêóñòâåí èíòåëåêò â îáó÷åíèåòî, Ìàòåìàòèêà è èíôîðìàòèêà, 67(4) (2024), https://doi.org/10.53656/math2024-4-5-att, 418-432 (WoS, Q4) |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Al Yakin, A. M., Rasyid, A. R., Massyat, M., Muthmainnah, M., Aquino, A. B., Noche, T. H., & Cardoso, L. (2024). The Importance of Collaboration Between Human Intelligence and GenAI in Digitalization of Education. In S. Mehta, S. Gupta, A. Aljohani, & M. Khayyat (Eds.), Impact and Potential of Machine Learning in the Metaverse (pp. 129-160). IGI Global. https://doi.org/10.4018/979-8-3693-5762-0.ch006 |
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| Óçóíîâà, M., Í. Ïàâëîâà, Èíòåðäèñöèïëèíàðíî îáó÷åíèå, ðåàëèçèðàíî â îáó÷åíèåòî ïî èíôîðìàöèîííè òåõíîëîãèè ÷ðåç ïðîåêòíèÿ ïîäõîä. // Ãîäèøíèê íà Øóìåíñêèÿ óíèâåðñèòåò „Åïèñêîï Êîíñòàíòèí Ïðåñëàâñêè“, ñåðèÿ Ñ, ò. XXI,
2020, ñ. 65-78 Öèòèðàíî â: Ñòîÿíîâà, È., È. Âëàäèìèðîâà, Ä. Ìàâðîäèåâà-Êþ÷óêîâà. STEM ïîäõîäúò â îáó÷åíèåòî ïî ðåëèãèÿ. - Ãîäèøíèê íà ØÓ „Åï. Ê. Ïðåñëàâñêè“, ÔÕÍ, ò. ÕÕÕIV A (ISSN 1311-7300), 2023, ñ. 230-240. DOI: https://doi.org/10.46687/XHZF1111 |
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| Ñòàòèè
| Pavlova. N. (2024). A new look at classical learning methods in the context of artificial intelligence, II² International Conference “Problems of teaching mathematics in educational institutions: theory, methodology, practice” (in honor of the 105-th anniversary of O.V. Pogorelov), pp. 121-127 |
22.05.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Pavlova, N. & Toncheva, M., 2022. Attitudes of future children’s teachers towards the STEM approach. Pedagogy, vol. 94 https://doi.org/10.53656/ped2022-8.0 Öèòèðàíî â: Uzunova-Dimitrova, B., Intelligent methods for impartial and objective evaluation of a course project, E3S Web of Conferences 420, 10025 (2023) (Scopus) |
21.05.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Toncheva, M. 2024, Mnemonics – known and unknown, Pedagogy, Volume 96, Number 2s, 2024, pp. 42-55, doi.org/10.53656/ped2024-2s.10 |
08.05.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Pavlova, N. & Toncheva, M., 2022. Attitudes of future children’s
teachers towards the STEM approach. Pedagogy, vol. 94 https://doi.org/10.53656/ped2022-8.0. Öèòèðàíî â: Sultan, S. 2024, Tutoring in mathematics and education and everything in between, Pedagogy, Volume 96, Number 2s, 2024,pp. 130-137, doi.org/10.53656/ped2024-2s.10 |
08.05.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Pavlova, N., 2024. Flipped dialogic learning method with ChatGPT:
A case study. International Electronic Journal of Mathematics Education, vol. 19, no.1.: doi.org/10.29333/iejme/14025. Öèòèðàíî â: Sultan, S. 2024, Tutoring in mathematics and education and everything in between, Pedagogy, Volume 96, Number 2s, 2024,pp. 130-137, doi.org/10.53656/ped2024-2s.10 |
08.05.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Ñòàòèè
| Pavlova, N., Marchev, D. (2024). Use of artificial intelligence – ethical norms and implementation in the training of future teachers, Proceedings of the Fifty-Third Spring Conference of the Union of Bulgarian Mathematicians, Borovets, April 1–5, 2024, pp. 154-160 (Scopus) |
13.03.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Äðóãè
| Öèòèðàíèÿ
| Ïàâëîâà, Í, Ì. Òîí÷åâà (2022). Íàãëàñè íà áúäåùèòå äåòñêè ó÷èòåëè êúì STEM ïîäõîäà. Íàó÷íî-ìåòîäè÷åñêî ñïèñàíèå „Ïåäàãîãèêà“ Volume 94, Number 8. ñ. 11053-1057 Öèòèðàíî â Èëèåâà, É. (2023). STEAM àòåëèå „Ìàòåìàòè÷åñêè êàëåéäîñêîï“ â äåòñêàòà ãðàäèíà. Ìîíîãðàôèÿ. 191 ñ., Ïå÷àò: Óíèâåðñèòåòñêî èçäàòåëñòâî „Åïèñêîï Êîíñòàíòèí Ïðåñëàâñêè“. Øóìåí. ISÂN: 978-619-201-736-1 |
19.01.2024 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Í. Ïàâëîâà, Êð. Õàðèçàíîâ. Òåõíîëîãèè çà îïèñàíèå íà óðîê â îáó÷åíèåòî ïî ìàòåìàòèêà, èíôîðìàòèêà è èíôîðìàöèîííè òåõíîëîãèè, Âòîðî ïðåðàáîòåíî è äîïúëíåíî èçäàíèå, ÓÈ ” Åïèñêîï Êîíñòàíòèí Ïðåñëàâñêè“, Øóìåí, 2019, 264 ñ Öèòèðàíî â: Ñòåôàíîâà-Ìèëàíîâà, Ñ., (2023) Êàê ñå îòðàçè îáó÷åíèåòî îò ðàçñòîÿíèå â åëåêòðîííà ñðåäà íà äåöàòà áèëèíãâè â îáó÷åíèåòî ïî ìàòåìàòèêà, èíôîðìàòèêà è èíôîðìàöèîííè òåõíîëîãèè, Proceedings of the Fifty Second Spring Conference of the Union of Bulgarian Mathematicians Borovetz, April 10–14, 2023, ñòð. 192-197 |
14.12.2023 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Í. Òîí÷åâà, É. Éîðäàíîâà. Èñòîðè÷åñêè ïðåãëåä íà èçó÷àâàíåòî íà òåîðèÿ íà âåðîÿòíîñòèòå è ñòàòèñòèêà áúëãàðñêîòî ó÷èëèùå â ïåðèîäà 1945–2005 ã. Ìàòåìàòèêà è ìàòåìàòè÷åñêî îáðàçîâàíèå, 36 (2007), 417– 421 Öèòèðàíî â: Ãåîðãèåâà, Ä., (2023) òåîðèÿ íà âåðîÿòíîñòèòå è êîìáèíàòîðèêàòà â ó÷èëèùíèÿ êóðñ ïî ìàòåìàòèêà, Proceedings of the Fifty Second Spring Conference of the Union of Bulgarian Mathematicians Borovetz, April 10–14, 2023, pp. 166-171 |
14.12.2023 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Ñòàòèè
| Pavlova, N. H. (2024). Flipped dialogic learning method with ChatGPT: A case study. International Electronic Journal of Mathematics Education, 19(1), em0764. https://doi.org/10.29333/iejme/14025 (WoS IF=0,5) |
14.12.2023 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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 ñáîðíèê
| Äîêëàäè
| 1Pavlova, N., Sultan, S. (2023) Competency approach through dialogue method, VI International Scientific Conference “Actual problems of the theory and methodology of teaching mathematics” dedicated to the 75th anniversary of the Department of Mathematics Teaching Methodology, October 6-7, 2023 (ïëåíàðåí äîêëàä), pp.22-24 |
22.11.2023 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Ñòàòèè
| Ïàâëîâà, Í., (2023) Îáçîð è ðàçâèòèå â ïðîôåñèîíàëíèòå èíòåðåñè íà ñòóäåíòèòå äèïëîìàíòè, Mathematics and informatics, Volume 66, Number 3, 2023, pp.223-233 (WoS, IF=0,2) |
07.07.2023 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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 ðåôåðèðàíè èçäàíèÿ
| Ñòàòèè
| Georgieva, S., Pavlova, N. (2022). Successful achievement of Shumen students as a resulting aspect of the quality of higher education, KNOWLEDGE – International Journal Vol.55.2, ISSN 2545-4439/1857-923X, pp.301-307 (Index Copernicus, EBSCO)
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09.01.2023 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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 íàó÷íî ñïèñàíèå
| Ñòàòèè
| Marchev, D., Stoyanov, K., Marchev, V., Zamanov, R., Borisov, B., Vasileva, D., Atanasova, T., Pavlova, N.,, For optical flickering in symbiotic star MWC 560, Acta Scientifica Naturalis, Volume 9 (2022) - Issue 3, Page range 1 - 9, DOI https://doi.org/10.2478/asn-2022-0017 |
06.12.2022 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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 íàó÷íî ñïèñàíèå
| Ñòàòèè
| Õàðèçàíîâ, Êð., Ïàâëîâà, Í., WEB Ïëàòôîðìà ñoçäàíèÿ ïëàí-êîíñïåêòîâ, Science and Education a New Dimension. Pedagogy and Psychology, I(6), Issue: 10, Oct. 2013, ðð 157-161, online ISSN 2308-1996, print ISSN 2308-5258. |
06.12.2022 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Ñòàòèè
| Pavlova, N., Toncheva, M. (2022). Types of solutions in the didactic game “Logic monsters”, Mathematics and informatics, 65(5), pp. 484-493, https://doi.org/10.53656/math2022-5-3-typ |
23.11.2022 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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 ðåôåðèðàíè èçäàíèÿ
| Ñòàòèè
| Pavlova, N., Gorska-Hamkalo, J. & D. Marchev. (2022). Games in learning through the eyes of students, KNOWLEDGE – International Journal Vol.53.2, pp.305-309 (ÈÑÑÍ 2545-5539/1857-923Õ) |
23.11.2022 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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Ñ èìïàêò ôàêòîð
| Ñòàòèè
| Ïàâëîâà, Í., Òîí÷åâà, Ì. (2022). Íàãëàñè íà áúäåùèòå äåòñêè ó÷èòåëè êúì STEM ïîäõîäà, Ñï. „Ïåäàãîãèêà“, êíèæêà 8/2022, ãîäèíà XCIV, ñòð. 1053-1063, https://doi.org/10.53656/ped2022-8.08 |
25.10.2022 |
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Ïðîô. ä.í. Íàòàëèÿ Õðèñòîâà Ïàâëîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Uzunova, M., & Pavlova, N. (2020). interdisciplinary education realized in information technology through project
based learning, Annual of Konstantin Preslavsky University of Shumen vol. ÕXI Ñ, pp. 65-78 Öèòèðàíî â: Ivanova-Nedelcheva, A. (2022) STEM education – a key tool of the competence approach, – International Journal Vol.54.2, ISSN 2545-4439/1857-923x, pp.277-281 (GIIF=1,822)
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10.10.2022 |
