Mathematical Learning and Its Difficulties in Eastern European Countries

Csíkos, Csaba; András, Szilárd; Rausch, Attila; Шварц, Анна

doi:10.1007/978-3-319-97148-3_10

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…Hungarian mathematics education has several facets that can be interpreted in a wider Eastern European context (Csíkos et al 2019). According to Howson (1980), mathematics education in socialist countries (this is the group to which Eastern European countries belonged for long decades) has three remarkable characteristics: central curricula, word problem content stressing industrial and societal topics, emphasis on talent development and competitions.…”

Section: Word Problem Solving Strategiesmentioning

confidence: 99%

Teachers’ pedagogical content knowledge in teaching word problem solving strategies

Csíkos

Szitányi

2019

ZDM Mathematics Education

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This research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers' pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers' current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers' opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic-and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.

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Section: Word Problem Solving Strategiesmentioning

confidence: 99%

Teachers’ pedagogical content knowledge in teaching word problem solving strategies

Csíkos

Szitányi

2019

ZDM Mathematics Education

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“…While NCC also lists related areas with other subjects, this is not the case at ISCED3. Both countries are members of the Eastern European bloc, characterized by decades of direct economic, political or military ties to the former Soviet Union (Csíkos et al, 2019). Both countries achieved similar results in the 2015 PISA survey, but overall, Hungary was performing better in terms of final results.…”

Section: Methodsmentioning

confidence: 92%

Solution of an open reality based word-problem in two secondary schools

Svitek

Szitányi

Ambrus

2021

Teach. Math. Comput. Sci.

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This survey through an open reality based word problem is intended to assess - in two secondary schools in Komárom (Hungary) and in Komarno (Slovakia, Hungarian name: Révkomárom) in grade 10 - the ability of students to realize openness of a task. The comparison is justified by the fact that the language of teaching is Hungarian in both secondary schools, but with different curricula. This survey is related to the Content Pedagogy Research Program by the Hungarian Academy of Sciences. It is preceded by several surveys with a word problem (Pocket Money) of the third author and led by her between 2012 and 2015, and within that project in 2017 within a large sample test, among about 1500 students and university students in Hungary (?, ?) (?, ?). In our research we wanted first to assess how openly work students in two schools of the two cities mentioned in solving the same task. The answer to this question was similar to the large sample test results, so most of the students worked in a closed way, when solving this word problem. So we went on and tried to explore how students thought about their own solution given to this task, through mixed-type interviews. Subject Classification: 97D70, 97F90, 97D50, 97M10

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Mathematical Learning and Its Difficulties in Eastern European Countries

Cited by 2 publications

References 25 publications

Teachers’ pedagogical content knowledge in teaching word problem solving strategies

Teachers’ pedagogical content knowledge in teaching word problem solving strategies

Solution of an open reality based word-problem in two secondary schools

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