Main Article Content
Traditional didactics, as well as traditional pedagogy, dealing with goals, general methods and methodologies and general classifications, are no longer able to respond to the current needs of modern teaching, in the form of resolving current issues of how to act in all individual educational cases. Precisely such a state of pedagogy and didactics induces the need to observe in a new way the methodology of teaching mathematics, which in the modern constellation of educational processes and relations has acquired a new meaning and significance. This is simply because it is able to answer this important question on how to realize some methodological issues, not in general as in traditional pedagogy and its disciplines but completely specifically, harmonized with the goals and contents of each individual task, in the realization of teaching. With this research we show that the innovated George Polya (Polya, 1966) heuristic method, i.e. its synthesis with the method of Confucian self-knowledge, more precisely the interactive method of self-knowledge polyform heuristics, greatly enriches the teaching of mathematics and contributes to its dynamization and acquisition.