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• Guided Discovery in Hungarian Education Using Problem Threads: The Pósa Method in Secondary Mathematics Classrooms

  51-67

  Charlotte Matzal

  Kirsten Manahan

  Bridget Galaty

  Haoyi Wang

  Marta Barbarics

  Views:

  72

  In Hungary, ‘guided discovery’ refers to instruction in which students learn mathematical concepts through task sequences that foster mathematical thinking. A prominent figure of guided discovery is Lajos Pósa, who developed his method to teach gifted students. Rather than teaching mathematics through thematic blocks, the Pósa Method employs webs of interconnected problem threads in which problems are built on each other, and different threads are presented simultaneously, so that students work on problems from multiple threads at the same time. It was found that this method has been successful as extracurricular training for gifted students since the 1980s; however since 2017, as part of an ongoing research, the method has been applied to mainstream curriculum in two public secondary school classrooms. The present paper examines the design and implementation processes of problem threads in this public secondary school context.

  Subject Classification: 97D40

• A computational thinking problem-thread for grade 7 students and above from the Pósa method

  101-110

  Eszter Bóra

  Views:

  65

  Lajos Pósa has been developing his “learning through discovery” (Győri & Juhász, 2018) method since 1988. His weekend math camps are focused on fostering problem-solving skills and high-level mathematical-thinking skills in gifted students from grades 7 to 11. One of the core aspects of the method is the structure of the problems, all problems are part of a complex, intertwined, and rich network. In this article we analyze a computational thinking problem-thread and its role in the camps’s network of problems (Gosztonyi, 2019), and show some aspects of the method. The insights gained using this method can be useful in other contexts. The possible adaptation of the method to secondary and high schools is briefly discussed as well.

  Subject Classification: 97D40

• Inquiry based mathematics education and the development of learning trajectories

  63-89

  Michèle Artigue

  Marianna Bosch

  Michiel Doorman

  Péter Juhász

  Ladislav Kvasz

  Katja Maass

  Views:

  409

  This article is based on the panel on inquiry based mathematics education and the development of learning trajectories held at the VARGA 100 Conference. After an introduction presenting the theme and organization of the panel, this article focuses on the diversity of conceptualizations of inquiry based education existing today in mathematics education and their influence on the vision and development of learning trajectories. More precisely, it considers the conceptualizations respectively associated with Realistic Mathematics Education, Genetic Constructivism, Tamás Varga’s educational approach and the Anthropological Theory of the Didactic, presented by the panellists, and also shows the efforts undertaken in European projects to reach consensusal visions.

  Subject Classification: 97C30Q, 97D10, 97D20, 97D30, 97D40, 97D50