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.

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

Klappentext
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.

Inhalt

1. The spotlight on mathematics education in the Netherlands and the central role of Realistic Mathematics Education; Marja van den Heuvel-Panhuizen.- 2. Mathematics for teams Developing thinking skills in mathematics education; Monica Wijers, Dédé de Haan.- 3. Task contexts in Dutch mathematics education; Pauline Vos.- 4. Mathematics and common sense The Dutch School; Rijkje Dekker.- 5. Dutch mathematicians and mathematics education A problematic relationship; Harm Jan Smid.- 6. Dutch didactical approaches in primary school mathematics as reflected in two centuries of textbooks; Adri Treffers, Marja van den Heuvel-Panhuizen.- 7. Sixteenth century reckoners versus twenty-first century problem solvers; Marjolein Kool.- 8. Integration of mathematics and didactics in primary school teacher education in the Netherlands; Wil Oonk, Ronald Keijzer, Marc van Zanten.- 9. Secondary school mathematics teacher education in the Netherlands; Joke Daemen, Ton Konings, Theo van den Bogaart.- 10. Digital tools in Dutch mathematics education: a dialectic relationship; Paul Drijvers.- 11. Ensuring usability Reflections on a Dutch mathematics reform project for students aged 12-16; Kees Hoogland.- 12. A socio-constructivist elaboration of Realistic Mathematics Education; Koeno Gravemeijer.- 13. Eighteenth century land surveying as a context for learning similar triangles and measurement; Iris van Gulik-Gulikers, Jenneke Krüger, Jan van Maanen.- 14. The development of calculus in Dutch secondary education Balancing conceptual understanding and algebraic techniques; Martin Kindt.- 15. The emergence of meaningful geometry; Michiel Doorman, Marja van den Heuvel-Panhuizen, Aad Goddijn.- 16. Testing in mathematics education in the Netherlands.- Floor Scheltens, Judith Hollenberg, Ger Limpens, Ruud Stolwijk.- 17. There is, probably, no need for such an institution The Freudenthal Institute in the last two decades of the twentieth century; Jan de Lange.- 18. Realistic Mathematics Education as a theory of teaching and learning mathematics; Marja van den Heuvel-Panhuizen .