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

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Eighteenth Century Land Surveying as a Context for Learning Similar Triangles and Measurement,re has disclosed conceptual, cultural, and motivational arguments for including historical mathematical texts and methods in the mathematics curriculum. We explored how these theoretical assumptions worked out when designing historically-based instructional material and when using this material for

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,The Development of Calculus in Dutch Secondary Education—Balancing Conceptual Understanding and Algned in 1958 after a discussion of fifty years between advocates of the teaching of calculus in school and their opponents. From the 1960s on, there has been an acceleration in curriculum changes. First the curriculum was influenced by the New Math movement. This resulted in a rather formal course th

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The Emergence of Meaningful Geometry,rlands. Of course, this was not an isolated reform. Worldwide, mathematicians and mathematics educators came up with new ideas as an alternative for the traditional axiomatic approach to teaching geometry. Already at the end of the 19th century, Klein had made a start with this by advocating a trans

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A Spotlight on Mathematics Education in the Netherlands and the Central Role of Realistic Mathematithe role of common sense and informal knowledge, changes over time in the content of the mathematics curriculum, aspects of the Dutch educational system, including teacher education and assessment, the implementation of RME, and the context of developing RME.