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• Categorising question question relationships in the Pósa method

  91-100

  Dániel Katona

  Views:

  41

  The doctoral research of the author – with a reverse didactic engineering (RDE) methodology – aims at reconstructing the theoretical background of the ‘intuitively developed’ Pósa method for inquiry-based learning mathematics (IBME) in Hungarian talent education. Preliminary results of the second step of this theorization is presented, which applies tools of the Anthropological Theory of the Didactic (ATD). A model is proposed for categorizing question-question relationship with 3 categories: helping question, follow-up question and question of a kernel. The first two of them are claimed to represent two types (relevant or not) of generating-derived questions relationship. The model is also a prospective tool for connected task- and curriculum design and analysis within IBME development.

  Subject Classification: 97D20, 97D40, 97D50, 97E50, 97K30

• Teaching correlation and regression in three European countries

  161-183

  Balázs Boller

  Views:

  26

  In this article, we compare the presence of correlation and regression analysis in secondary education of Ireland, the Netherlands and Luxembourg, through the analysis of final-exam tasks and curricula based on the Anthropological Theory of Didactics (ATD). It points out that the same topic can appear in different ways and extent in curricula, even if the mathematics teaching goals are similar. This article is a kind of introduction to the research that explores the possibilities for the appearance of these concepts in the Hungarian mathematics education. Therefore, in the second part of the article, Hungarian curricular goals are included, and it is shown which methodology of the three studied countries has the greatest curricular basis in Hungary.

  Subject Classification: 97xxx