Titlebook: National Reflections on the Netherlands Didactics of Mathematics; Teaching and Learnin Marja Van den Heuvel-Panhuizen Book‘‘‘‘‘‘‘‘ 2020 The

OUTRE

Task Contexts in Dutch Mathematics Education,average percentage of mathematics tasks with real-life connections per lesson exceeds any other country by far. This tradition goes back more than 500?years, when the earliest mathematics textbooks in the Dutch language consisted entirely of tasks set in commercial, naval and building contexts. To a

Amplify

,Mathematics and Common Sense—The Dutch School,wledge and common sense. Nowadays, in many Dutch mathematics lessons, the teachers encourage their students to use their common sense. This is the result of a silent revolution in mathematics education. In this chapter I will offer a collage of the work of several mathematics educators, who have hel

antedate

,Dutch Mathematicians and Mathematics Education—A Problematic Relationship,s some involvement of Dutch academic mathematicians, later on their engagement with mathematics teaching was only marginal. That changed in the second half of the 20th century. Hans Freudenthal, professor of mathematics in Utrecht, became deeply involved in mathematics teaching. He became the first

幸福愉悅感

Dutch Didactical Approaches in Primary School Mathematics as Reflected in Two Centuries of Textbooknd for each period we highlight the textbook series that are most characteristic. To describe the textbooks that were in fashion in the successive periods we distinguish three categories of textbooks: procedural, conceptual, and dual textbooks. The dual textbooks have elements of the first two. For

容易生皺紋

Commodious

Integration of Mathematics and Didactics in Primary School Teacher Education in the Netherlands,es in primary mathematics education. Teacher educators systematically discussed mathematics teacher education and implemented new content and new approaches in primary teacher education. This chapter provides a chronological overview of how Dutch primary mathematics teacher education developed from

harpsichord

功多汁水

Digital Tools in Dutch Mathematics Education: A Dialectic Relationship,h constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’

Blanch

mastoid-bone

A Socio-Constructivist Elaboration of Realistic Mathematics Education,nd Erna Yackel. It is argued that RME and socio-constructivism are compatible and complement each other. Socio-constructivism points to the critical role of the classroom culture, while RME offers a theory on supporting students in (re-)constructing mathematics. Furthermore, the role of symbols and