Opportunities to Learn in the Budapest Mathematics Classroom |
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| Authors: | Paul Andrews |
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| Institution: | (1) Faculty of Education, University of Cambridge, 17 Trumpington Street, Cambridge, CB2 1QA, UK |
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| Abstract: | This paper examines the nature of the problems posed, the processes by which their solutions were made public, their structural contribution to a lesson and the opportunities they offered for the learning of mathematics in Budapest, Hungary. The problems were derived from observations, the processes of which were informed by various comparative studies, of 94 mathematics lessons in the 10–14 age range. Problems, the analysis and categorisation of which were informed by the literature, tended to fall into two categories – single response with high levels of cognitive demand and multiple response with high levels of cognitive demand. Structurally lessons fell into a well practised pattern of classroom behaviour. They began with a public review of homework, comprising two or three multiple response problems which were solved collaboratively. This was followed by a  warm-up period involving the oral setting and mental solving of a few single response problems. Lastly, the main body of the lesson involved several cycles in which a multiple response problem was posed, attempted individually before solutions were shared publicly. Lessons ended with homework being set. The discussion of the findings is framed by Hungary's variable performance on recent international tests of mathematical attainment. |
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| Keywords: | comparative education Hungarian mathematics learning opportunities lesson structures pedagogy problem types |
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