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• The transition problem in Hungary: curricular approach

  1-16

  Éva Erdélyi

  András Dukán

  Csaba Szabó

  Views:

  120

  The curricular background of the transition problem from highschool to universty is analysed in Hungary. While students finish their mathematical studies successfully at highschool, pass their final exams, this knowledge seems to disappear at their first year at university. We investigate the mathematical knowledge expected by the Hungarian universities and compare it to expectations of the National Core Curriculum. Based on the levelling tests of four universities we created a seven problem test for highschool students containing very basic problems required both by the universities and the National Core Curriculum. We analyse the results of the test.

  Subject Classification: D34, D35

• Analyse von Lösungswegen und Erweiterungsmöglichkeiten eines Problems für die Klassen 7–11

  231-249

  Gabriella Ambrus

  Views:

  30

  Making several solutions for a problem i.e. the generalization, or the extension of a problem is common in the Hungarian mathematics education.
  But the analysis of a problem is unusual where the connection between the mathematical content of the task and of its different formulations is examined, solutions from different fields of mathematics are presented regarding the knowledge of different age groups, the problem is generalized in different directions, and several tools (traditional and electronic) for solutions and generalizations are presented.
  This kind of problem analysis makes it viable that during the solution/elaboration several kinds of mathematical knowledge and activities are recalled and connected, facilitating their use inside and outside of mathematics.
  However, an analysis like this is not unfamiliar to the traditions of the Hungarian problem solving education – because it also aims at elaborating a problem – but from several points of view.
  In this study, a geometric task is analysed in such a way.

• Word problems in different textbooks at the early stage of teaching mathematics comparative analysis

  31-49

  Judit Szitányi

  Fanni Biró

  Csaba Csíkos

  Views:

  151

  In a previous research, Csíkos and Szitányi (2019) studied teachers’ views and pedagogical content knowledge on the teaching of mathematical word problems. While doing so, they reviewed and compared Eastern European textbooks of Romania, Russia, Slovakia, Croatia, and Hungary to see how world problem-solving strategies are presented in commonly used textbooks. Their results suggested that teachers, in general, agreed with the approach of the textbooks regarding the explicit solution strategies and the types of word problems used for teaching problem-solving. They also revealed that the majority of the participants agreed that a word problem-solving algorithm should be introduced to the students as early as in the first school year. These results have been presented at the Varga 100 Conference in November 2019. As the findings suggested a remarkable similarity between the Eastern European textbook approaches, in the current study we decided to conduct further research involving more textbooks from China, Finland, and the United States.

  Subject Classification: 97U20, 08A50