The 'New Math' reform and pedagogical flows in Hungarian and French mathematics education
Résumé
In this paper, I present my PhD research (in progress) focusing on the mathematical reform movements of Hungary and France in the 1960s and ’70s and their origins: especially how much they were influenced by the international “New Math” movement, and by the mathematical and mathematics education traditions of these countries. I consider different aspects of the reform: curricula, textbooks, teaching practices. I look for their general characteristics, in the sense of the Pedagogical Flow approach (Schmidt et al., 1996), the leading principles behind these characteristics and the historical-cultural origins of these principles. In this paper, I present elements of this research, focusing on the example of the Pythagorean theorem.
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