HUNGARY AND ITS CHARACTERISTIC PEDAGOGICAL FLOW

Abstract: this paper reports on almost one hundred observations of mathematics classes in Budapest, Hungary. Undertaken with regard to the survey of mathematics and science opportunities team's framework, the observations confirmed a characteristic pedagogical flow. Lessons tended to follow a well-defined pattern: a public review of homework was followed by a "warm-up " period which, in turn, was followed by several episodes involving the posing, individual working on and public sharing of solutions of problems before homework was set again. Significantly the mathematics studied and the problems posed presented a perspective on the subject which appeared to privilege mathematical problem-solving, complexity, generality, coherence, topic integration and mathematics as a cultural artefact. Some implications in respect of raising attainment in England are discussed. Introduction: much attention has focused recently on international comparisons of mathematical attainment (Beaton et al, 1996, Mullis et al, 2000) with less paid to supplementary studies concerned with the nature of curricula from the intended and implemented perspectives. Two of these, the TIMSS video study (Kawanaka et al