Editors:
- Explains the educational system and the role of mathematics in the Netherlands
- Discusses the use of Realistic Mathematics Education in other countries
- Includes numerous examples of mathematics tasks for teaching and assessing students
- Covers all grade levels of mathematics education
- Includes empirical findings, theoretical considerations and personal experiences
- Is an open access book
Part of the book series: ICME-13 Monographs (ICME13Mo)
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Table of contents (17 chapters)
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Front Matter
About this book
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, consists of 17 chapters, in which educators from the Netherlands reflect on the teaching and learning of mathematics in their country and the role of the Dutch domain-specific instruction theory of Realistic Mathematics Education.
Written by mathematics teachers, mathematics teacher educators, school advisors, and developers and researchers in the field of instructional material, textbooks, and examinations, the book offers a multitude of perspectives on important issues in Dutch mathematics education, both at primary and secondary school levels. Topics addressed include the theoretical underpinnings of the Dutch approach, the subject of mathematics in the Dutch educational system, teacher education and testing, the history of mathematics education and the use of history in teaching of mathematics, changes over time in subject matter domains and in the use of technology,and the process of innovation and how the Dutch and in particular one Dutch institute have worked on the reform.
Keywords
- Open Access
- Realistic Mathematics Education
- Didactics of mathematics
- Tasks for teaching and assessing mathematics
- Reform in mathematics education
- Educational system in the Netherlands
- Teacher education in the Netherlands
- Assessment in the Netherlands
- ICME 13 Thematic Afternoon
- RME
- Mathematics in the Dutch educational system
- learning and instruction
Reviews
“I personally fully enjoyed reading this monograph and learning about the multitude of examples and diverse perspectives in Dutch mathematics education. … For me, it was a very eye-opening experience to gain this international insight and to become further self-aware of various ideas of what other countries are doing in mathematics education. Those teachers who would like to have the same enriching experience, try something different in the classroom … should give this monograph consideration.” (Deborah Gochenaur, MAA Reviews, May 24, 2020)
Editors and Affiliations
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Freudenthal Group & Freudenthal Institute, Utrecht University, Utrecht, The Netherlands
Marja Van den Heuvel-Panhuizen
Bibliographic Information
Book Title: National Reflections on the Netherlands Didactics of Mathematics
Book Subtitle: Teaching and Learning in the Context of Realistic Mathematics Education
Editors: Marja Van den Heuvel-Panhuizen
Series Title: ICME-13 Monographs
DOI: https://doi.org/10.1007/978-3-030-33824-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2020
Hardcover ISBN: 978-3-030-33823-7Published: 07 January 2020
Softcover ISBN: 978-3-030-33826-8Published: 18 September 2020
eBook ISBN: 978-3-030-33824-4Published: 06 January 2020
Series ISSN: 2520-8322
Series E-ISSN: 2520-8330
Edition Number: 1
Number of Pages: VIII, 348
Number of Illustrations: 84 b/w illustrations, 20 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education, Assessment, Testing and Evaluation