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All Positive Action Starts with Criticism - Hans Freudenthal and the Didactics of Mathematics (Hardcover, 2015 ed.)
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All Positive Action Starts with Criticism - Hans Freudenthal and the Didactics of Mathematics (Hardcover, 2015 ed.)
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This study provides a historical analysis of Freudenthal's didactic
ideas and his didactic career. It is partly biographical, but also
contributes to the historiography of mathematics education and
addresses closely related questions such as: what is mathematics
and where does it start? Which role does mathematics play in
society and what influence does it have on the prevailing views
concerning its accompanying didactics?. Hans Freudenthal
(1905-1990), professor in mathematics, scientist, literator, but
above all mathematics-educator, was inextricably linked to the
changes which took place in mathematics education and didactics
during the second half of the last century. His diversity as a
scientist and his inexhaustible efforts to establish the didactics
of mathematics as a seriously pursued science, made Freudenthal's
influence in this area considerable. He foresaw an essential,
practical role for mathematics in everyone's life, encouraging
students to discover and create mathematics themselves, instead of
imposing a ready-made mathematical system. The theory of
mathematics education thus developed in the Netherlands would gain
world fame in the following decades. Today, in the light of the
discussions about mathematics education, in which the call for
`genuine' mathematics instead of the so-called
'kindergarten'-mathematics can be heard, Freudenthal's approach
seems to be passe. However, the outcome of this study (which is
mainly based on documents from Freudenthal's vast personal archive)
shows a more refined picture. The direct identification of
'kindergarten'-mathematics with Freudenthal's view on mathematics
education is not justified. 'Realistic mathematics' as advocated by
Freudenthal includes more than just a practical introductory and
should, among other things, always aim at teaching 'genuine'
mathematics in the end.
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