The Hungarian Approach and How It Fits the American Educational Landscape (2015)
I took my first eight years of math in Hungary; admittedly, some time ago. Though I&#x27;m not sure if things have changed since then, or were different at higher levels, the way the article describes it very much reflected my experience. Starting out, there was a balanced mix of rote learning the basics (as it was done in other subjects), then moving towards creativity and gradual, independent rediscovery, and it was done so in a way that didn&#x27;t feel stifling if you somehow knew to do it a different way.<p>Ultimately it&#x27;s a small country; there was a math bee you could compete in at a local level, and then your district would send the best representatives to the countrywide event. It was a prestigious event, and pretty stressful, but ultimately fun. The questions asked at the national competition were always really oddball and obscure and required both creativity and judicious use of everything you&#x27;ve learned.<p>Come think of it, the culture of the competitions in various subjects made school really fun.<p>Some other aspects of my primary school education in Hungary were not so stellar. In other subjects, there was very much a focus on facts in isolation, without really understanding or delving into context, notably in History. Literature I also found limiting, as much emphasis was placed on poetry analysis, which I found to be subjective; nonetheless, diverging from commonly accepted analyses was did not result in a good mark. When I came to the US, I found an emphasis on critical thinking in the Humanities, which was a breath of fresh air.<p>But in math and science, the quality and method of instruction in Hungary was top-notch.