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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.
This open access book, inspired by the ICME 13 Thematic Afternoon
on "European Didactic Traditions", takes readers on a journey with
mathematics education researchers, developers and educators in
eighteen countries, who reflect on their experiences with Realistic
Mathematics Education (RME), the domain-specific instruction theory
for mathematics education developed in the Netherlands since the
late 1960s. Authors from outside the Netherlands discuss what
aspects of RME appeal to them, their criticisms of RME and their
past and current RME-based projects. It is clear that a particular
approach to mathematics education cannot simply be transplanted to
another country. As such, in eighteen chapters the authors describe
how they have adapted RME to their individual circumstances and
view on mathematics education, and tell their personal stories
about how RME has influenced their thinking on mathematics
education.
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.
This open access book discusses several didactic traditions in
mathematics education in countries across Europe, including France,
the Netherlands, Italy, Germany, the Czech and Slovakian Republics,
and the Scandinavian states. It shows that while they all share
common features both in the practice of learning and teaching at
school and in research and development, they each have special
features due to specific historical and cultural developments. The
book also presents interesting historical facts about these
didactic traditions, the theories and examples developed in these
countries.
This open access book, inspired by the ICME 13 Thematic Afternoon
on "European Didactic Traditions", takes readers on a journey with
mathematics education researchers, developers and educators in
eighteen countries, who reflect on their experiences with Realistic
Mathematics Education (RME), the domain-specific instruction theory
for mathematics education developed in the Netherlands since the
late 1960s. Authors from outside the Netherlands discuss what
aspects of RME appeal to them, their criticisms of RME and their
past and current RME-based projects. It is clear that a particular
approach to mathematics education cannot simply be transplanted to
another country. As such, in eighteen chapters the authors describe
how they have adapted RME to their individual circumstances and
view on mathematics education, and tell their personal stories
about how RME has influenced their thinking on mathematics
education.
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