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• "How to be well-connected?" An example for instructional process planning with Problem Graphs

  145-155

  Eszter Varga

  Views:

  56

  Teachers’ design capacity at work is in the focus of didactical research worldwide, and fostering this capacity is unarguably a possible turning point in the conveyance of mathematical knowledge. In Hungary, the tradition hallmarked by Tamás Varga is particularly demanding towards teachers as they are supposed to be able to plan their long-term processes very carefully. In this contribution, an extensive teaching material designed in the spirit of this tradition will be presented from the field of Geometry. For exposing its inner structure, a representational tool, the Problem Graph is introduced. The paper aims to demonstrate that this tool has potential for analyzing existing resources, helping teachers to reflect on their own preparatory and classroom work, and supporting the creation of new designs.

  Subject Classification: 97D40, 97D50, 97D80, 97G10, 97U30

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

  11-28

  Katalin Gosztonyi

  Views:

  92

  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