Urbanski, Michael and Daunt, Zoe and Saluja, Tarang and Barbarics, Márta and Juhász, Péter (2022) Connections between discovery learning through the Pósa Method and the secondary school leaving examination in three Hungarian mathematics classrooms. TEACHING MATHEMATICS AND COMPUTER SCIENCE, 20 (1). pp. 67-85. ISSN 1589-7389 (nyomtatott), 2676-8364 (online)
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Abstract
The Pósa Method is a guided discovery learning method that has been used in Hungarian education in the form of extracurricular activities for "gifted" mathematics students. A four-year experiment implemented the method in three more "average" classrooms. This article reports on the relationship between the Pósa Method and the standardized secondary school leaving mathematics exam (Matura Exam in short) in Hungary. Data consists of students' survey responses, teacher interviews, and exam results from the three Hungarian classrooms who took part in the four-year experiment. We identify aspects of the Pósa Method that can benefit and hinder exam performance. In addition, we find that learning through the Pósa Method for the four years of high school has adequately prepared students for the exam.
| Item Type: | Article |
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| Additional Information: | Subject Classification: 97D44, 97D54, 97D64 |
| Uncontrolled Keywords: | Pósa Method, Matura Exam, guided discovery, discovery learning, standardized assessment, school leaving mathematics exam |
| Subjects: | L Education / oktatás > L1 Education (General) / oktatás általában Q Science / természettudomány > QA Mathematics / matematika |
| SWORD Depositor: | MTMT SWORD |
| Depositing User: | MTMT SWORD |
| Date Deposited: | 21 Mar 2023 09:01 |
| Last Modified: | 21 Mar 2023 09:01 |
| URI: | http://real.mtak.hu/id/eprint/162451 |
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