Opportunities to learn in the Budapest mathematics classroom

International Journal of Science and Mathematics Education

Volumn 1, Issue 2, 2003, Pages 201-225

  Andrews, Paul ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Comparative education; Hungarian mathematics; Learning opportunities; Lesson structures; Pedagogy; Problem types

Indexed keywords

EID: 18844410836     PISSN: 15710068     EISSN: None     Source Type: Journal    
DOI: 10.1023/B:IJMA.0000016874.07706.5a     Document Type: Article

References (37)

1. Alexander, R. (1999). Culture in pedagogy, pedagogy across cultures. In R. Alexander, P. Broadfoot & D. Phillips (Eds.), Learning from comparing volume 1: contexts, classrooms and outcomes (pp. 149-180). Oxford: Symposium Books.
2. Andrews, P. & Hatch, G. (2000). A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching. Educational Studies in Mathematics, 43(1), 31-64.
3. Bathory, Z. (1995). Hungary. In T.N. Postlethwaite (Ed.), International encyclopedia of national systems of education. Oxford: Pergamon.
4. Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Kelly, D.L. & Smith, T.A. (1996). Mathematics in the middle school years: lEA's third international mathematics and science study (TIMSS). Boston, MA: Boston College.
5. Cogan, L.S. & Schmidt, W.H. (1999). An examination of instructional practices in six countries. In G. Kaiser, E. Luna & I. Huntley (Eds.), International comparisons in mathematics education (pp. 68-85). London: Falmer.
6. Garden, R.A. & Livingstone, I. (1989). The contexts of mathematics: nations, communities and schools. In D.F. Robitaille and R.A. Garden (Eds.), The IEA study of mathematics II: contexts and outcomes of school mathematics (pp. 17-38). Oxford: Pergamon.
7. Hajdu, S. (1992). Changes in acquired mathematical knowledge - reform of mathematics teaching and correction of the reform. Studies in Educational Evaluation, 18(2), 23-36.
8. Hiebert, J. & Wearne, D. (1993). Instructional tasks, classroom discourse, and students' learning in second-grade arithmetic. American Educational Research Journal, 30, 393-425.
9. Jacobs, J.K., Makoto, Y., Stigler, J.W. & Fernandez, C. (1997). Japanese and American teachers' evaluations of mathematics lessons: a new technique for exploring beliefs. Journal of Mathematical Behaviour, 16(1), 7-24.
10. Jenkins, E. (2000). Making use of international comparisons of student achievement in science and mathematics. In D. Shorrocks-Taylor & E. Jenkins (Eds.), Learning from others. Dordrecht: Kluwer.
11. Kaiser, G. (1999). International comparisons in mathematics education under the perspective of comparative education. In G. Kaiser, E. Luna & I. Huntley (Eds.), International comparisons in mathematics education (pp. 140-150). London: Falmer.
12. Kawanaka, T., Stigler, J.W. & Hiebert, J. (1999). Studying mathematics classrooms in Germany, Japan and the United States: lessons from the TIMSS videotape study. In G. Kaiser, E. Luna & I. Huntley (Eds.), International comparisons in mathematics education (pp. 86-103). London: Falmer.
13. Ministry of Education (2000a). Framework curricula for secondary school education. Volume II: vocational secondary school, trade school. Budapest: Dinasztia.
14. Ministry of Education (2000b). Framework curricula for secondary school education. Volume I: grammar schools. Budapest: Dinasztia.
15. Ministry of Education (2000c). Framework curricula for primary education. Budapest: Dinasztia.
16. Mullis, I.V.S, Martin, M.O., Beaton, A.E., Gonzalez, E.J., Kelly, D.L. & Smith, T.A. (1998). Mathematics and science achievement in the final year of secondary school: lEA'S third international mathematics and science study (TIMSS). Boston, MA: Boston College.
17. Mullis, I., Martin, M., Gonzalez, E., Gregory, K., Garden, R., O'Connor, K., Chrostowski, S. & Smith, T. (2000). TIMSS 1999 International mathematics report. Boston, MA: Boston College.
18. Nagy, M. (1998a). Education in Hungary 1997. Budapest: National Institute of Public Education.
19. Nagy, M. (1998b). Teacher training in Central Europe: recent developments. European Journal of Education, 33(4), 393-406.
20. Organisation for economic co-operation and development (OECD) (2001). Knowledge and skills for life: first results from PISA. Paris: OECD.
21. Postlethwaite, T.N. (1988). Preface. In T.N. Postlethwaite (Ed.), The encyclopaedia of comparative education and national systems of education. Oxford: Pergamon.
22. Prais, S.J. (2003). Cautions on OECD'S educational survey (PISA). Oxford Review of Education, 29(2), 139-163.
23. Schmidt, W.H. & McKnight, C.C. (1995). Surveying educational opportunity in mathematics and science: an international perspective. Educational Evaluation and Policy Analysis, 17(3), 337-353.
24. Schmidt, W.H., Jorde, D., Cogan, L.S., Barrier, E., Gonzalo, I., Moser, U., Shimizu, K., Sawada, T., Valverde, G.A., McKnight, C., Prawat, R.S., Wiley, D.E., Raizen, S.A., Britton, E.D. & Wolfe, R. (1996). Characterizing pedagogical flow. Dordrecht: Kluwer.
25. Stein, M.K., Grover, B.W. & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: an analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
26. Stigler, J.W. & Perry, M. (1990). Mathematics learning in Japanese, Chinese and American classrooms. In J. Stigler, R. Shweder & G. Herdt (Eds.), Cultural Psychology: essays on comparative human development. Cambridge: Cambridge University Press.
27. Stigler, J.W., Fernandez, C. & Yoshida, M. (1996). Traditions of school mathematics in Japanese and American elementary classrooms. In L. Steffe, P. Nesher, P. Cobb, G. Goldin & B. Greer (Eds.), Theories of mathematical learning. Mahwah, NJ: Lawrence Erlbaum.
28. Stigler, J.W. & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction: an overview of the TIMSS video study. Phi Delta Kappan, 79(1), 14-21.
29. Sutherland, R. (2000). A comparative study of algebra curricula. Report prepared for the Qualifications and Curriculum Authority (QCA), Bristol: Graduate School of Education, University of Bristol.
30. Szalontai, T. (1995). Changing educational framework in the teaching of mathematics in Hungary. Teaching Mathematics and its Applications, 14(4), 149-155.
31. Szalontai, T. (2000). Some facts and tendencies in Hungarian mathematics teaching. International Journal of Mathematics Teaching and Learning, June, 2000, www.ex.ac.uk/cimt/ijmtl/ijmenu/tshungmt.pdf
32. Szebenyi, P. (1991). Teacher training in Hungary: standardization versus autonomy. British Journal of Educational Studies, 39(2), 153-162.
33. Theisen, G. & Adams, D. (1990). Comparative education research. In R.M. Thomas (Ed.), International comparative education: practices, issues and prospects. Oxford: Butterworth-Heinemann.
34. Thompson, A.G. (1992). Teachers' beliefs and conceptions: a synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
35. Van, P., Tuska, A. & Krolopp, J. (2002). Change of emphasis in the mathematics assessment in Hungary. Educational Research and Evaluation, 8(1), 109-127.
36. Whitman, N.C. & Lai, M.K. (1990). Similarities and differences in teachers' beliefs about effective teaching of mathematics: Japan and Hawai'i, Educational Studies in Mathematics, 21(1), 71-81.
37. Wiliam, D. (1998). Making international comparisons: the third international mathematics and science study. British Journal of Curriculum and Assessment, 8(3), 33-37.