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

  11-28

  Katalin Gosztonyi

  Views:

  99

  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

• Balanced areas in quadrilaterals - Anne's Theorem and its unknown origin

  93-103

  Hans Humenberger

  Berthold Schuppar

  Views:

  45

  There are elegant and short ways to prove Anne's Theorem using analytical geometry. We found also geometrical proofs for one direction of the theorem. We do not know, how Anne came to his theorem and how he proved it (probably not analytically), it would be interesting to know. We give a geometric proof (both directions), mention some possibilities – in more details described in another paper – for using this topic in teaching situations, and mention some phenomena and theorems closely related to Anne's Theorem.

  Subject Classification: G10, G30

• Square root in secondary school

  59-72

  Zoltán Matos

  Views:

  72

  Although in Hungary, for decades, the calculation method of the square root of a real number is not in the mathematics curriculum, many of the taught concepts and procedures can be carried out using different square root finding methods. These provide an opportunity for students in secondary school to practice and deepen understand the compulsory curriculum. This article presents seven square-root- nding methods, currently teachable in secondary schools.

  Subject Classification: A33, A34, F53, F54