No abstract

In recent decades, Hungary and the United States have embraced new philosophies in their approach to teaching mathematics. Hungary's changes were driven by social and economic shifts, the U.S. by the creation of national standards. In both countries, university faculty members complain about students' poor math skills. Professors from three universities tested students in different business classes; all classes have a significant math component and require critical thinking. Analyses revealed that Hungarian students outperformed those in the U.S., that there was no difference in performance by gender, and that students who were further along in their university classes did not perform better than those who were beginning degree programs.