The tradition of problem-posing in Hungarian mathematics teaching

Based on the literature, Pólya was influential in problem-posing research. The present paper draws attention to a book written with Pólya's collaboration, which has not yet received sufficient emphasis in the problem-posing literature. On the other hand, Pólya's impact on mathematics educa...

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Bibliographic Details
Published inTeaching Mathematics and Computer Science Vol. 20; no. 2; pp. 233 - 254
Main Author Kovács, Zoltán
Format Journal Article
LanguageEnglish
Published Debrecen University of Debrecen 07.12.2022
Subjects
Authors
Educational Experiments
Educational Practices
Generalization
Group Dynamics
Heuristic
Heuristics
Hungarian
Mathematical analysis
Mathematics education
Mathematics Instruction
Number Concepts
Numeracy
Problem Based Learning
Problem solving
Talent
Teaching
Teaching Methods
Traditions
Hungary
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Summary:Based on the literature, Pólya was influential in problem-posing research. The present paper draws attention to a book written with Pólya's collaboration, which has not yet received sufficient emphasis in the problem-posing literature. On the other hand, Pólya's impact on mathematics education in Hungary has been significant, including the problem-posing paradigm. Two works, published only in Hungarian, that rely heavily on problem-posing are highlighted. Furthermore, it is presented how problem-posing appeared in the Hungarian Complex Mathematics Teaching Experiment (1962-78) led by Tamás Varga. Subject Classification: 97D50
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1589-7389
2676-8364
DOI:10.5485/TMCS.2022.0546