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• MRP tasks, critical thinking and intrinsic motivation to proving

  149-168

  Zdenko Takáč

  Views:

  209

  The lack of students' need for proof is often discussed. This is an important topic, on which quite a few others have written ([26], [27], [28], [17], [8]). Nevertheless, there is limited research knowledge about how teacher can participate in process of raising of students' intrinsic motivation to proving. In this article, we discuss relationships between intrinsic motivation to proving, critical thinking and special activity – engaging with so-called MRP tasks. We present here results of a research carried out by author in two elementary schools (21 classes, grade 5-9) in Ruzomberok, Slovakia. We identified the interesting relationship between students' dealing with MRP tasks and increasing of their intrinsic motivation to proving.

• Zbigniew Michalewicz - Matthew Michalewicz: Puzzle Based Learning: An introduction to critical thinking, mathematics, and problem solving. Hybrid Publishers Melbourne 2008 (Book review)

  415-420

  András Ambrus

  Views:

  312

  Based on their experiences with engineering, mathematics, computer science, business students concerning the puzzle based learning in different countries the authors summarize their main problem solving teaching ideas. With help of interesting, motivating, nice problems they analyze the main mathematical principles and problem types. The review gives an overview about the main ideas, results of an interesting book.

• Discovery as culture, not template: lessons from Hungary

  77-102

  Keren Dror

  Views:

  77

  In this study, I investigate the structural adaptations necessary to implement Hungarian-style guided discovery in mainstream secondary school classrooms. During a six-week residency in Budapest, I observed classrooms, interviewed five Hungarian educators, and collected survey and interview data from students. My findings suggest that guided discovery in Hungary is less a fixed method and more a pedagogical culture, shaped by shared values, historical influences, and professional communities. While Hungarian educators praised its ability to foster deep thinking, student agency, and creativity, they also described challenges around pacing, assessment, and curriculum alignment. Structural supports such as flexible curriculum frameworks, professional networks, and differentiated assessment practices emerged as critical enablers of the method’s success. Student responses revealed both the promise of discovery-based instruction and the pressures it can create without sufficient scaffolding. I conclude that Hungarian-style guided discovery is not best understood as a replicable model, but as a set of values that evolve through professional dialogue and trial-and-error. Its meaningful implementation depends not on uniform procedures, but on the presence of cultural, institutional, and community structures that allow teachers to make it their own.

  Subject Classification: 97D40, 97D50, 97C30