Theory and Practice

This book describes and analyses the history of Dutch mathematics education from the point of view of the changing motivations behind the teaching of mathematics over a 200 year period. During the course of the 19th century, mathematics in the Netherlands developed from a topic for practitioners into a school topic that was taught to almost all pupils of secondary education. As mathematics teaching gradually lost its practical orientation and became more and more motivated on the basis of its supposed formative value, the HBS (Hogere Burgerschool), the Dutch variant of the German Realschule, became the dominant school of thought for mathematics pedagogy. This book examines the gradual development of the field, culminating in the country-wide adoption of Realistic Mathematics Education as the new method of mathematics teaching .

This book is important for anyone who is interested in the history of mathematics education. It provides an interesting perspective on the development of mathematics education in a country that, in many aspects, went its own way.

Provides the only comprehensive overview of the history of Dutch mathematics education Presents the history of Dutch mathematics education in an accessible and engaging way Analyses the impact of the 'Realistic Mathematics Education' movement in the Netherlands

Auteur
Harm Jan Smid was born in Leiden (Leyden), The Netherlands. He received his primary and secondary education at schools in Leiden. In 1963 he started to study mathematics and physics at the Leiden University. He earned his bachelor degree in 1968, his master degree in 1973. He began teaching mathematics at a school for secondary education in Leiden in 1966. In 1975, he was appointed as lecturer in mathematics and mathematics education at a teacher training College in Delft. In 1981, he became assistant professor, later associate professor, in mathematics and mathematics education at the Delft University of Technology. At first he was engaged in research in the achievements of foreign students in Delft and in Computer Assisted Learning. Later, his focus was on the history of mathematics education. He earned his PhD in 1997 with a thesis on the history of Dutch mathematics education in the first half of the 19th century. After his retirement in 2007, he remained active in this field. In 2008, he was awarded with a prize by the Leiden Historical Society for his article on M.I.S. Bevel, a mathematics teacher in Leiden in the first decades of the 19th century. He also wrote the jubilee book on the occasion of the 90th birthday of the Dutch Association of Teachers of Mathematics in 2015. In total, his publication list counts more than 90 items.

Contenu
Chapter 1. Introduction.- Chapter 2. Prologue.- Chapter 3. The Emergence of Mathematics as a School Topic.- Chapter 4. The HBS and the New Gymnasia.- Chapter 5. Stagnation and Reform: Curricula 1900-1968.- Chapter 6. Teachers, Textbooks and Didactics 1900-1968.- Chapter 7. Modern Mathematics .- Chapter 8. Realistic Mathematics Education.- Chapter 9. Epilogue.