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• Didactical remarks on the changes in the requirements of the matriculation exam in Mathematics in Hungary

  95-110

  Evelin Anna Geszler

  Views:

  202

  Students within the Hungarian education system typically take a matriculation exam to obtain a secondary education certificate, which also serves as a prerequisite for university admission. Public education is regulated at different levels. One of its most fundamental elements is the National Core Curriculum, the current version of which came into force in September 2020. It is crucial to adapt the requirements of the matriculation exam in mathematics to this and ensure transparent communication about the changes. Regarding this, there exists a sample paper that contains tasks that one can reasonably expect in the actual exam in the spring. Since I have been working as a private math tutor for almost a decade and have been preparing students for the matriculation exam since then, I intend to highlight the most outstanding features from a didactic point of view based on the analysis of this sample paper.

  Subject Classification: 97A30, 97B10, 97B70, 97D60, 97U40

• Les mathématiques dans le grand public et dans l'enseignement: quelques éléments d'une analyse didactique

  195-216

  André Antibi

  Jean Bichara

  Views:

  132

  The paper looks for reaction of the public at large that is people out of educational system, concerning the mathematical exercises. We can see some results about:
  • impact of terms on the motivation
  • the effects of the traditional didactic on the method to resolve a problem.
  Résumé. Cet article cherche la réactions du grand public c.a.d. de personnes hors systéme scolaire, de nombreuses années aprés avoir terminé leurs études vis á vis des exercises mathématiques.
  Nous présentons quelques résultats concernant les points suivants:
  – l'impact de l'« habillage » d'un énoncé sur la motivation
  – les effets de l'absence d'un contrat didactique traditionnel sur la maniére de résoudre un probléme.

• Supporting the theory of math didactic using knowledge-measuring questions and analysis of the solutions

  1-16

  Sándor Kántor

  Péter Fejes-Tóth

  Views:

  192

  New or rediscovered results presented in this paper are the results of the analysis of the problem sets used in the two-tier system secondary school final examination in mathematics, a system that was introduced in Hungary in 2005.
  Many of the revealed problem arise in connection with misunderstanding the text of the problems. Causes of misinterpretation can be either that the text is lacking some important information, or that it should be interpreted not in word-to-word manner.
  Theses and their argumentations presented here refer partly on the new types of problems (tests, non-standard mathematical contents), and partly on improvement of learning-teaching process in topics of equations and approximations.

• Teaching polygons in the secondary school: a four country comparative study

  29-65

  Éva Szeredi

  Judit Török

  Views:

  198

  This study presents the analysis of four sequences of videotaped lessons on polygons in lower secondary schools (grades 7 and 8) taught by four different teachers in four different countries (Belgium, Flanders, England, Hungary and Spain). Our study is a part of the METE project (Mathematics Educational Traditions in Europe). The aims and methodology of the project are described briefly in the introduction. In the next section of this paper we describe various perspectives on teaching and learning polygons which were derived from the literature, concerning the objectives, conceptual aspects and didactic tools of the topic. The next two sections introduce the main outcomes of our study, a quantitative analysis of the collected data and a qualitative description linked to the perspectives on teaching polygons. We conclude by discussing some principal ideas related to the theoretical and educational significance of this research work.

• Tamás Varga’s reform movement and the Hungarian Guided Discovery approach

  11-28

  Katalin Gosztonyi

  Views:

  501

  This paper presents Tamás Varga’s work focusing especially on the Hungarian Complex Mathematics Education reform project led by him between 1963 and 1978 and the underlying conception on mathematics education named “Guided Discovery approach”. In the first part, I describe Varga’s career. In the second part, I situate his reform project in its international and national historical context, including the international “New Math” movement and the “Guided Discovery” teaching tradition, something which is embedded in Hungarian mathematical culture. In the third part, I propose a didactic analysis of Varga’s conception on mathematics education, underlining especially certain of its characteristics which can be related to Inquiry Based Mathematics Education. Finally I briefly discuss Varga’s legacy today.

  Subject Classification: 97-03, 97B20, 97D20, 97D40, 97D50