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In this paper, we present an approach to teacher education at a study abroad program in Hungary for American and international pre-service and in-service teachers. The aim of the program is for participants to learn about the guided discovery pedagogy used in Hungarian mathematics classrooms, stemming from the work of Tamás Varga, which is closely related to inquiry based learning. The program applies the principles of guided discovery to teacher education itself: participants are immersed in the guided discovery approach, hence their view of mathematics is challenged, and they look for their own tools to likewise challenge their future students. In the paper, we illustrate this approach to teacher education by describing an example of a guided discovery task to which participants are exposed, and discuss how they engage in their own task design and reflection. Classification: B50 Keywords: mathematics education, guided discovery, teacher education, pre-service teachers, in-service teachers, problem series, task design, inquiry based learning |
