Most of my research focuses on the practice of Inquiry-Based Mathematics Education and its traditions in Hungary (named Guided Discovery approach) and abroad. By analyzing Tamás Varga's reform of mathematics education, I have attempted to reconstruct the basic principles of the Guided Discovery mathematics education approach that he represented. I examine Guided Discovery primarily from the perspective of the teacher's work, analyzing the role of the teacher. Within this, my research pays particular attention to understanding the structure of problem-based mathematics teaching processes, which in the Hungarian tradition are primarily based on problem series and problem networks.

One of the main goals of my research is to support teachers' professional development in the field of inquiry-based mathematics education. In particular, I focus on the design of inquiry-based teaching processes in the form of problem sets and problem networks. I analyze the work of both experienced and inexperienced teachers in inquiry-based education and experiment ways to develop and support teachers' planning skills.

In my research, I focus oftenased on teaching discrete mathematics from elementary school to university. This area of mathematics is particularly suited to problem-based teaching and design based on problem series. In Hungary, this is a subject field with a long tradition in both mathematical research and education, but internationally, research on the didactics of discrete mathematics is still in relatively new, so Hungary's contribution to this research field is of particular importance.