Geometric proofs in Hungarian teaching practice in grades 9-12

The teaching of mathematics has many objectives, among which the teaching of argumentation and proofs plays a prominent role. Unfortunately, in recent years this goal has been overshadowed in the practice in Hungary. In this paper, I am trying to explore the causes of this phenomenon, and I am also presenting the process by which the teaching of proofs in secondary school may regain its former weight and importance. I present the phenomena examined primarily through geometric argumentation and proofs. The main subjects of my examination are curricula, textbooks and final exam requirements, as they work together on the practice in the classroom.