Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (369 pages)

Edition: 1st ed.

ISBN: 9783030202231

Series Statement: ICME-13 Monographs

Note: International Reflections on the Netherlands Didactics of Mathematics -- Preface -- Contents -- 1 Seen Through Other Eyes-Opening Up New Vistas in Realistic Mathematics Education Through Visions and Experiences from Other Countries -- 1.1 Introduction3pc -- 1.2 Making Acquaintance with RME3pc -- 1.2.1 Personal Encounters3pc -- 1.2.2 Narratives of First RME Experiences3pc -- 1.2.3 Outstanding Features of RME3pc -- 1.3 Processes of Implementation of RME3pc -- 1.4 Challenges in Implementing RME3pc -- 1.5 Adaptations of RME3pc -- 1.6 Criticisms of RME and Dissenting Views3pc -- 1.7 RME Flavours in Foreign Curricula, Textbooks, Instructional Materials, and Teaching Methods3pc -- 1.8 A Reflection to Conclude3pc -- 2 From Tinkering to Practice-The Role of Teachers in the Application of Realistic Mathematics Education Principles in the United States -- 2.1 Introduction3pc -- 2.1.1 The Role of Teachers in Advancing RME in the United States3pc -- 2.1.2 Attractive Features of RME to U.S. Teachers3pc -- 2.2 Introduction of RME in the United States: Late 1980s-Mid 1990s3pc -- 2.2.1 The Whitnall Study3pc -- 2.2.2 Going to Scale with Mathematics in Context3pc -- 2.2.3 Assessing RME3pc -- 2.2.4 Two Other Collaborations3pc -- 2.2.5 FIUS: Developing RME Networks in the United States3pc -- 2.3 Guided Reinvention of High School Mathematics: Fred Peck's Personal Account3pc -- 2.4 Summary Remarks3pc -- References -- 3 Searching for Alternatives for New Math in Belgian Primary Schools-Influence of the Dutch Model of Realistic Mathematics Education -- 3.1 Traditional Mathematics3pc -- 3.2 New Math3pc -- 3.3 Critique on New Math3pc -- 3.4 The 'Realistic' Alternative3pc -- 3.5 Math Wars3pc -- 3.6 Future Developments?3pc -- References -- 4 The Impact of Hans Freudenthal and the Freudenthal Institute on the Project Mathe 2000 -- 4.1 Introduction3pc. , 4.2 Developmental Research3pc -- 4.3 The View of Mathematics3pc -- 4.4 A Genetic View of Teaching and Learning3pc -- 4.5 Mathematics Education as a Research Domain3pc -- References -- 5 Reflections on Realistic Mathematics Education from a South African Perspective -- 5.1 Introduction3pc -- 5.2 The Essences of REMESA3pc -- 5.3 Vision Geometry3pc -- 5.4 Global Graphs3pc -- 5.5 Conclusion3pc -- References -- 6 Learning to Look at the World Through Mathematical Spectacles-A Personal Tribute to Realistic Mathematics Education -- 6.1 At the Beginning It Was Symbol Crunching, but with a Bit of Spice3pc -- 6.2 Starting to Look at the World with Mathematical Spectacles3pc -- 6.3 Meeting RME3pc -- 6.4 Developing a 'Mathematical Gaze'-From Instructional Design to a Learning Goal3pc -- 6.5 Coda3pc -- References -- 7 Graphing Linear Equations-A Comparison of the Opportunity-to-Learn in Textbooks Using the Singapore and the Dutch Approaches to Teaching Equations -- 7.1 Introduction3pc -- 7.2 A Study of Teaching Graphing Linear Equations in Textbooks Using the Singapore and Dutch Approach3pc -- 7.2.1 Objective of This Chapter3pc -- 7.2.2 Backgrounds of the Contexts of Textbooks Examined3pc -- 7.2.3 Framework for Analysing the OTL in the Textbooks3pc -- 7.3 Data and Results3pc -- 7.3.1 The Sequencing of the Content on Graphing Equations in the Two Textbooks3pc -- 7.3.2 Classroom Activities Proposed on Graphing Equations in the Two Textbooks3pc -- 7.3.3 Complexity of the Demands for Student Performance on Graphing Equations in the Two Textbooks3pc -- 7.4 Findings and Discussion3pc -- 7.4.1 Sequencing of Content3pc -- 7.4.2 Classroom Activities3pc -- 7.4.3 Complexity of the Demands for Student Performance3pc -- 7.5 Reflections of Two Singapore Mathematics Teachers3pc -- 7.5.1 Profiles of the Two Teachers3pc. , 7.5.2 How Do You Teach Graphing Equations to Your Students?3pc -- 7.5.3 Has the Dutch Approach Textbook Provided You with an Alternative Perspective?3pc -- 7.5.4 Would the Dutch Approach Work in Singapore Classrooms? What Would It Take for It to Work in Singapore Classrooms?3pc -- 7.6 Concluding Remarks3pc -- References -- 8 Low Achievers in Mathematics-Ideas from the Netherlands for Developing a Competence-Oriented View -- 8.1 Introduction3pc -- 8.2 Mathematics Education in Special Education in Germany3pc -- 8.3 Looking at the Netherlands: Looking at a Competence-Oriented Approach3pc -- 8.3.1 Realistic Mathematics Education3pc -- 8.3.2 Diagnostic Procedures: New Assessment Formats3pc -- 8.3.3 Students' Own Productions: Open Problems3pc -- 8.3.4 Making Connections Between Problems: Patterns and Structures3pc -- 8.4 Research in Germany3pc -- 8.4.1 Competence-Oriented Diagnosis3pc -- 8.4.2 Students' Own Productions: Open Problems3pc -- 8.4.3 Making Use of Picture Books for Learning Mathematics3pc -- 8.4.4 Primary Students' Preconceptions of Negative Numbers3pc -- 8.5 Conclusions and Perspectives3pc -- 8.5.1 Competence-Oriented Diagnosis and Instruction3pc -- 8.5.2 Own Productions and Open Problems3pc -- 8.5.3 Support of Own Strategies3pc -- 8.5.4 Role of Mistakes3pc -- 8.5.5 Last but Not Least3pc -- References -- 9 From the Bottom Up-Reinventing Realistic Mathematics Education in Southern Argentina -- 9.1 Introduction3pc -- 9.1.1 Curricular Innovation in Mathematics Education3pc -- 9.1.2 Initial Attempts at Bringing Realistic Mathematics Education to Argentina3pc -- 9.1.3 San Carlos de Bariloche, Birthplace of the Grupo Patagónico de Didáctica de la Matemática3pc -- 9.2 First Phase (2000-2004): Contexts, Situations, Models, and Strategies3pc -- 9.2.1 Fractions, Decimals, and Percentages3pc -- 9.2.2 City Buses3pc. , 9.2.3 From Necklaces to Number Lines3pc -- 9.2.4 The Function of Contexts in RME3pc -- 9.2.5 Mental Arithmetic: Models and Strategies3pc -- 9.3 Second Phase (2005-2009): Deepening and Solidifying3pc -- 9.3.1 Mathematising Within the GPDM3pc -- 9.3.2 Making Connections3pc -- 9.3.3 Fall Seminar: Teachers Teaching Teacher Educators3pc -- 9.3.4 In the Meanwhile, in Pre-service Teacher Education3pc -- 9.3.5 Thinking Aloud Together3pc -- 9.4 Third Phase (2011-2015): The GPDM, an Ever-Expanding Endeavour3pc -- 9.4.1 More Publications and Translations3pc -- 9.4.2 Research Projects3pc -- 9.5 Closure3pc -- References -- 10 Realistic Mathematics Education in the Chinese Context-Some Personal Reflections -- 10.1 Historical Review3pc -- 10.1.1 Hans Freudenthal's Visit to China3pc -- 10.1.2 Chinese Scholars' Visits to the Freudenthal Institute3pc -- 10.1.3 Two Forums on the Theory and Practice of RME Held in China3pc -- 10.2 The Influence of RME in the Chinese Context3pc -- 10.2.1 The Influence of RME on Curricular Policy Making3pc -- 10.2.2 The Influence of RME on Textbook Design3pc -- 10.2.3 The Influence of RME on Classroom Teaching3pc -- References -- 11 The Enrichment of Belgian Secondary School Mathematics with Elements of the Dutch Model of Realistic Mathematics Education Since the 1980s -- 11.1 Papy and Freudenthal: Opposite Views on Mathematics Education in Neighbouring Countries3pc -- 11.2 Critique on New Math in Belgium and Search for Alternatives3pc -- 11.3 How During the Middle 1980s and 1990s New Developments in Neighbouring Countries Reached the Community of Flemish Mathematics Teachers3pc -- 11.3.1 Rounding off the Rough Edges of New Math3pc -- 11.3.2 A Second Wave of Changes3pc -- 11.3.3 Consolidation3pc -- 11.4 Some Topics that Underwent a True Metamorphosis3pc -- 11.5 Conclusion3pc -- References. , 12 Echoes and Influences of Realistic Mathematics Education in Portugal -- 12.1 Introduction3pc -- 12.2 Influences on Research Studies3pc -- 12.2.1 Whole Numbers and Operations3pc -- 12.2.2 Mental Calculation3pc -- 12.2.3 Rational Numbers3pc -- 12.2.4 Algebra3pc -- 12.2.5 Geometry3pc -- 12.3 Influences on Curriculum Documents3pc -- 12.4 Conclusion3pc -- References -- 13 Supporting Mathematical Learning Processes by Means of Mathematics Conferences and Mathematics Language Tools -- 13.1 The Santa Claus Problem3pc -- 13.2 The Guiding Principle of Progressive Mathematisation3pc -- 13.3 Using Mathematics Conferences3pc -- 13.3.1 Learning to Subtract in the Number Domain up to 10003pc -- 13.3.2 Task-Related Exchange with the Help of Mathematics Conferences3pc -- 13.3.3 Tools for Organising Mathematics Conferences3pc -- 13.4 Learning to Describe and Explain by Using Mathematics Language Tools3pc -- 13.4.1 Mathematics, More Than Calculating3pc -- 13.4.2 Sums of Consecutive Natural Numbers3pc -- 13.4.3 Mathematics Language Tools3pc -- 13.5 Numbers Can Be Realistic Too3pc -- References -- 14 Reinventing Realistic Mathematics Education at Berkeley-Emergence and Development of a Course for Pre-service Teachers -- 14.1 Reinventing Realistic Mathematics Education at Tel Aviv University: Dor's Story3pc -- 14.2 Meanwhile, in New York City: Betina's Story3pc -- 14.2.1 At the Graduate Center of City University of New York3pc -- 14.2.2 Mathematics in the City: Learning and Practicing Realistic Mathematics Education3pc -- 14.2.3 At Brooklyn College3pc -- 14.3 Reinventing Algebra Brick by Brick: A Graduate Level Pre-service Mathematics Teaching Course3pc -- 14.3.1 Paradigmatic Didactical-Mathematical Problematic Situations3pc -- 14.3.2 The 'Brick Pyramid' Problem3pc -- 14.3.3 Reinventing Algebra by Thinking Aloud Together About the Brick Pyramid and Beyond3pc. , 14.4 An Undergraduate Course for Pre-service Mathematics Teachers3pc.

Additional Edition: Print version: van den Heuvel-Panhuizen, Marja International Reflections on the Netherlands Didactics of Mathematics Cham : Springer International Publishing AG,c2019 ISBN 9783030202224

Language: English

Keywords: Electronic books.

URL: Click to View

URL: kostenfrei

URL: ProQuest Ebook Central

URL: https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9783030202231

URL: lizenzpflichtig

UID:

Format: 1 online resource (IX, 366 p. 117 illus., 50 illus. in color.)

Edition: 1st ed. 2020.

ISBN: 3-030-20223-2

Series Statement: ICME-13 Monographs,

Content: 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.

Note: Seen through other eyes – Opening up new vistas in Realistic Mathematics Education through visions and experiences from other countries -- From tinkering to practice – The role of teachers in the application of Realistic Mathematics Education principles in the United States -- Searching for alternatives for New Math in Belgian primary schools – Influence of the Dutch model of Realistic Mathematics Education -- The impact of Hans Freudenthal and the Freudenthal Institute on the project Mathe 2000 -- Reflections on Realistic Mathematics Education from a South African perspective -- Learning to look at the world through mathematical spectacles – A personal tribute to Realistic Mathematics Education -- Graphing linear equations – A comparison of the opportunity-to-learn in textbooks using the Singapore and the Dutch approaches to teaching equations -- Low achievers in mathematics – Ideas from the Netherlands for developing a competence-oriented view -- From the bottom up – Reinventing Realistic Mathematics Education in Southern Argentina -- Realistic Mathematics Education in the Chinese context – Some personal reflections -- The enrichment of Belgian secondary school mathematics with elements of the Dutch model of Realistic Mathematics Education since the 1980s -- Echoes and influences of Realistic Mathematics Education in Portugal -- Supporting mathematical learning processes by means of mathematics conferences and mathematics language tools -- Reinventing Realistic Mathematics Education at Berkeley – Emergence and development of a course for pre-service teachers -- Korean mathematics education meets Dutch didactics -- The influence of Realistic Mathematics Education outside the Netherlands – The case of Puerto Rico -- The impact of Dutch mathematics education on Danish mathematics education -- Two decades of Realistic Mathematics Education in Indonesia -- Intervening with Realistic Mathematics Education in England and the Cayman Islands – The challenge of clashing educational ideologies. , English

Additional Edition: ISBN 3-030-20222-4

Language: English

DOI: 10.1007/978-3-030-20223-1

UID:

Format: 1 online resource (348)

Edition: 1st ed. 2020.

ISBN: 3-030-33824-X

Series Statement: ICME-13 Monographs,

Content: 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. .

Note: 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. , English.

Additional Edition: ISBN 3-030-33823-1

Language: English

DOI: 10.1007/978-3-030-33824-4

UID:

Format: 1 online resource (V, 212 p. 28 illus., 10 illus. in color.)

Edition: 1st ed. 2019.

ISBN: 3-030-05514-0

Series Statement: ICME-13 Monographs,

Content: 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.

Note: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State. , English

Additional Edition: ISBN 3-030-05513-2

Language: English

DOI: 10.1007/978-3-030-05514-1

UID:

Format: 1 Online-Ressource (212 p.)

ISBN: 9783030055141

Series Statement: ICME-13 Monographs

Content: 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

Note: English

Language: English

URL: kostenfrei

URL: lizenzpflichtig

UID:

Format: 1 online resource (348 pages)

Edition: 1st ed.

ISBN: 9783030338244

Series Statement: ICME-13 Monographs

Note: Intro -- Preface -- Contents -- 1 A Spotlight on Mathematics Education in the Netherlands and the Central Role of Realistic Mathematics Education -- 1.1 Introduction -- 1.2 The Focus on a Particular Type of Tasks -- 1.3 Usefulness as a Key Concept -- 1.4 Common Sense and Informal Knowledge -- 1.5 Mathematical Content Domains Subject to Innovation -- 1.6 The Systemic Context of Dutch Education -- 1.7 The Implementation of RME -- 1.8 The Context of Creating a New Approach to Mathematics Education -- Reference -- 2 Mathematics in Teams-Developing Thinking Skills in Mathematics Education -- 2.1 Introduction -- 2.2 The Emergence of Mathematics in Teams to Develop Mathematical Thinking -- 2.2.1 Secondary Education -- 2.2.2 Primary Education -- 2.3 Characteristics of the Mathematics A-lympiad and the Mathematics B-day Assignments -- 2.3.1 Example from the Mathematics A-lympiad: 'Working with Breaks' -- 2.3.2 Example from the Mathematics B-day: 'How to Crash a Dot?' -- 2.4 The Role of the Teacher -- 2.5 The Student Perspective -- 2.6 The Future of Mathematical Thinking in Secondary Mathematics Education -- References -- 3 Task Contexts in Dutch Mathematics Education -- 3.1 The Prevalent Use of Real-Life Contexts in Dutch Mathematics Tasks -- 3.2 Categories for Mathematical Tasks and Their Relation to Reality -- 3.3 Tasks Contexts in a Dutch Secondary Education Mathematics Textbook -- 3.4 Contexts in Dutch Secondary Education National Mathematics Examinations -- 3.5 Conclusion on Contexts in Dutch Mathematics Education -- References -- 4 Mathematics and Common Sense-The Dutch School -- 4.1 Introduction -- 4.2 Common Sense of Young Students -- 4.3 A 'Math Mom' at Work with a Small Group -- 4.4 A Russian Pioneer Within the Dutch School -- 4.5 A World of Packages -- 4.6 A Real Problem in the Classroom -- References. , 5 Dutch Mathematicians and Mathematics Education-A Problematic Relationship -- 5.1 Start of a Tradition of Academic Involvement in Mathematics Teaching? -- 5.2 Aloofness of the Government -- 5.3 No Role for the Experts -- 5.4 A Stagnating World -- 5.5 The Times They Are A-Changin' -- 5.6 The Big Bang -- 5.7 Return of the Mathematicians -- 5.8 A New Start? -- References -- 6 Dutch Didactical Approaches in Primary School Mathematics as Reflected in Two Centuries of Textbooks -- 6.1 Introduction -- 6.1.1 Procedural Textbook Series -- 6.1.2 Conceptual Textbook Series -- 6.1.3 Dual Textbook Series -- 6.1.4 Textbooks Series in Use Over Five Time Periods -- 6.2 The Period 1800-1875: Procedural Didactics and Semi-textbook Use -- 6.2.1 Teaching Mathematics on the Blackboard and No Complete Textbook Series Available -- 6.2.2 The Textbook Series by Hemkes -- 6.2.3 Boeser's Mathematics Textbooks -- 6.3 The Period 1875-1900: Conceptual Textbook Series of a Heuristic Orientation -- 6.3.1 Influence from Germany -- 6.3.2 Versluys -- 6.3.3 Van Pelt -- 6.3.4 The Adage of the Conceptual Mathematics Textbook Series with a Heuristic Orientation -- 6.4 The Period 1900-1950: Dual Textbook Series -- 6.5 The Period 1950-1985: Procedural Textbook Series and Conceptual Textbook Series with a Functional Orientation -- 6.6 The Period 1985-1990: Towards a National Programme for Primary School Mathematics -- 6.7 The Period 1990-2010: Realistic Textbook Series -- 6.7.1 An Abundance of Textbook Series -- 6.7.2 The Results from the Cito PPON Studies -- 6.8 The Future Landscape of Textbook Series in the Netherlands -- References -- 7 Sixteenth Century Reckoners Versus Twenty-First Century Problem Solvers -- 7.1 Introduction -- 7.2 Arithmetic in the Sixteenth Century -- 7.2.1 Merchants, the New Rich of the Sixteenth Century -- 7.2.2 Traditional Arithmetic on the Counting Board. , 7.2.3 A New Written Arithmetic Method with Hindu-Arabic Numbers -- 7.2.4 The Rise of the New Arithmetic Method in the Netherlands -- 7.2.5 The Content of the Dutch Arithmetic Books from the Sixteenth Century -- 7.2.6 Didactic Principles in Dutch Arithmetic Books from the Sixteenth Century -- 7.2.7 Interesting Exceptions -- 7.3 Arithmetic in the Twenty-First Century -- 7.3.1 Comparing Sixteenth and Twenty-First Century Education -- 7.3.2 Twenty-First Century Skills in General -- 7.3.3 Twenty-First Century Skills in Mathematics Education -- 7.3.4 The Content of the Mathematics Curriculum -- References -- 8 Integration of Mathematics and Didactics in Primary School Teacher Education in the Netherlands -- 8.1 Introduction -- 8.2 Mathematising and Didacticising -- 8.2.1 The Influence of Freudenthal on Mathematics Teacher Education -- 8.2.2 A Model for Learning to Teach Mathematics -- 8.3 New Developments in Primary School Mathematics Teacher Education -- 8.3.1 Mathematics & -- Didactics as a New Subject for Student Teachers -- 8.3.2 The Influence of Quality Monitoring -- 8.3.3 Growing Attention to Student Teachers' Mathematical Literacy -- 8.4 Standards for Primary School Mathematics Teacher Education: Adapting the View on Learning to Teach Mathematics -- 8.4.1 Towards Standards for Primary School Mathematics Teacher Education -- 8.4.2 Constructive, Reflective, Narrative -- 8.4.3 Mile -- 8.5 New Ideas About Learning to Teach Mathematics -- 8.6 A Mathematics Entrance Test for Student Teachers -- 8.7 The Knowledge Base for Primary Mathematics Teacher Education -- 8.7.1 Background -- 8.7.2 Defining Professional Mathematics Literacy -- 8.7.3 Content of the Knowledge Base -- 8.8 The Knowledge Base Test -- 8.8.1 Content of the Knowledge Base Test -- 8.8.2 Influence of the Knowledge Base Test on the Curriculum for Primary School Mathematics Teacher Education. , 8.9 Recent Learning Materials for Student Teachers -- 8.10 Perspective: Searching for a Balance -- References -- 9 Secondary School Mathematics Teacher Education in the Netherlands -- 9.1 The Dutch Educational System -- 9.1.1 The School System -- 9.1.2 Secondary School Teacher Education -- 9.1.3 Continuous Professional Development -- 9.2 Aims of Teacher Education -- 9.2.1 Professional Competence a Teacher Must Have -- 9.2.2 A Broad Range of Teacher Competences is Required -- 9.2.3 The Approach to Mathematics Education -- 9.2.4 Mathematical Subject Knowledge for Secondary School Teachers -- 9.2.5 Research Skills for Secondary School Teachers -- 9.3 The Curricula for Secondary School Teacher Education -- 9.3.1 Quadrant 1: Reflective Practice -- 9.3.2 Quadrant 2: Theoretical Concepts and Exercises -- 9.3.3 Quadrant 3: Practice and Work in a Safe Environment -- 9.3.4 Quadrant 4: Learning on the Job -- 9.3.5 Merging All Activities: Exhibiting and Assessing Competence -- 9.4 Reflections on the Current Situation -- 9.4.1 Reflection on the Dutch Educational System -- 9.4.2 Reflection on the Aims of Dutch Secondary School Mathematics Teacher Education -- 9.4.3 Reflection on the Curricula for Secondary School Teacher Education -- References -- 10 Digital Tools in Dutch Mathematics Education: A Dialectic Relationship -- 10.1 Introduction -- 10.2 A Brief Flash-Back -- 10.3 The Case of Handheld Graphing Calculators -- 10.3.1 Initial Expectations -- 10.3.2 Developing Practices -- 10.3.3 Additional Symbolics -- 10.3.4 Conclusions on the Graphing Calculator Case -- 10.4 The Case of the Digital Mathematics Environment -- 10.4.1 Technological Development -- 10.4.2 Design Choices -- 10.4.3 Role for the Teacher -- 10.4.4 Conclusion on the Digital Mathematics Environment Case -- 10.5 Conclusion -- References. , 11 Ensuring Usability-Reflections on a Dutch Mathematics Reform Project for Students Aged 12-16 -- 11.1 Vision -- 11.1.1 Radical Innovation -- 11.1.2 Pioneering -- 11.1.3 The Educational and Societal Context of the Change -- 11.1.4 The Dutch School System -- 11.2 The Content of the New Curriculum -- 11.2.1 RME-The Vision in a Nutshell -- 11.2.2 RME in Secondary Education -- 11.2.3 Examples from Final Examinations -- 11.2.4 The Change in Content -- 11.2.5 From Mathematics for a Few to Mathematics for All -- 11.3 Implementation -- 11.3.1 Implementation Theories -- 11.3.2 Initiation Phase -- 11.3.3 Implementation Phase -- 11.3.4 Continuation and Institutionalisation -- 11.4 Reflection -- 11.4.1 How Sustainable Is the New Situation? -- 11.4.2 The Way Forwards -- References -- 12 A Socio-Constructivist Elaboration of Realistic Mathematics Education -- 12.1 Introduction -- 12.2 Conceptual Compatibility of (Socio-)Constructivism and Realistic Mathematics Education -- 12.3 A Socio-Constructivist Perspective on Teaching and Learning -- 12.4 Symbolising and Modelling -- 12.4.1 Emergent Modelling -- 12.5 RME in Terms of Instructional Design Heuristics -- 12.5.1 Emergent Modelling Heuristic -- 12.5.2 Guided Reinvention Heuristic -- 12.5.3 Didactical Phenomenology Heuristic -- 12.6 Pedagogical Content Tools -- 12.7 RME and Classroom Practice -- 12.8 Recent Research on Instructional Practice in the Netherlands -- 12.9 Conclusion -- References -- 13 Eighteenth Century Land Surveying as a Context for Learning Similar Triangles and Measurement -- 13.1 Introduction -- 13.2 Surveying and the Teaching and Learning of Measurement by Using Similar Triangles -- 13.3 History of Mathematics as a Context for Mathematics Education -- 13.4 Research Questions -- 13.4.1 Role of History for Motivation -- 13.4.2 Influence on the Learning Process. , 13.4.3 Students' View on the Role of Mathematics in Society.

Additional Edition: Print version: Van den Heuvel-Panhuizen, Marja National Reflections on the Netherlands Didactics of Mathematics Cham : Springer International Publishing AG,c2020 ISBN 9783030338237

Language: English

Keywords: Electronic books.

URL: Click to View

URL: lizenzpflichtig

UID:

Format: 1 online resource (IX, 366 p. 117 illus., 50 illus. in color.)

Edition: 1st ed. 2020.

ISBN: 3-030-20223-2

Series Statement: ICME-13 Monographs,

Content: 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.

Note: Seen through other eyes – Opening up new vistas in Realistic Mathematics Education through visions and experiences from other countries -- From tinkering to practice – The role of teachers in the application of Realistic Mathematics Education principles in the United States -- Searching for alternatives for New Math in Belgian primary schools – Influence of the Dutch model of Realistic Mathematics Education -- The impact of Hans Freudenthal and the Freudenthal Institute on the project Mathe 2000 -- Reflections on Realistic Mathematics Education from a South African perspective -- Learning to look at the world through mathematical spectacles – A personal tribute to Realistic Mathematics Education -- Graphing linear equations – A comparison of the opportunity-to-learn in textbooks using the Singapore and the Dutch approaches to teaching equations -- Low achievers in mathematics – Ideas from the Netherlands for developing a competence-oriented view -- From the bottom up – Reinventing Realistic Mathematics Education in Southern Argentina -- Realistic Mathematics Education in the Chinese context – Some personal reflections -- The enrichment of Belgian secondary school mathematics with elements of the Dutch model of Realistic Mathematics Education since the 1980s -- Echoes and influences of Realistic Mathematics Education in Portugal -- Supporting mathematical learning processes by means of mathematics conferences and mathematics language tools -- Reinventing Realistic Mathematics Education at Berkeley – Emergence and development of a course for pre-service teachers -- Korean mathematics education meets Dutch didactics -- The influence of Realistic Mathematics Education outside the Netherlands – The case of Puerto Rico -- The impact of Dutch mathematics education on Danish mathematics education -- Two decades of Realistic Mathematics Education in Indonesia -- Intervening with Realistic Mathematics Education in England and the Cayman Islands – The challenge of clashing educational ideologies. , English

Additional Edition: ISBN 3-030-20222-4

Language: English

DOI: 10.1007/978-3-030-20223-1

UID:

Format: 1 online resource (IX, 366 p. 117 illus., 50 illus. in color.)

Edition: 1st ed. 2020.

ISBN: 3-030-20223-2

Series Statement: ICME-13 Monographs,

Content: 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.

Note: Seen through other eyes – Opening up new vistas in Realistic Mathematics Education through visions and experiences from other countries -- From tinkering to practice – The role of teachers in the application of Realistic Mathematics Education principles in the United States -- Searching for alternatives for New Math in Belgian primary schools – Influence of the Dutch model of Realistic Mathematics Education -- The impact of Hans Freudenthal and the Freudenthal Institute on the project Mathe 2000 -- Reflections on Realistic Mathematics Education from a South African perspective -- Learning to look at the world through mathematical spectacles – A personal tribute to Realistic Mathematics Education -- Graphing linear equations – A comparison of the opportunity-to-learn in textbooks using the Singapore and the Dutch approaches to teaching equations -- Low achievers in mathematics – Ideas from the Netherlands for developing a competence-oriented view -- From the bottom up – Reinventing Realistic Mathematics Education in Southern Argentina -- Realistic Mathematics Education in the Chinese context – Some personal reflections -- The enrichment of Belgian secondary school mathematics with elements of the Dutch model of Realistic Mathematics Education since the 1980s -- Echoes and influences of Realistic Mathematics Education in Portugal -- Supporting mathematical learning processes by means of mathematics conferences and mathematics language tools -- Reinventing Realistic Mathematics Education at Berkeley – Emergence and development of a course for pre-service teachers -- Korean mathematics education meets Dutch didactics -- The influence of Realistic Mathematics Education outside the Netherlands – The case of Puerto Rico -- The impact of Dutch mathematics education on Danish mathematics education -- Two decades of Realistic Mathematics Education in Indonesia -- Intervening with Realistic Mathematics Education in England and the Cayman Islands – The challenge of clashing educational ideologies. , English

Additional Edition: ISBN 3-030-20222-4

Language: English

DOI: 10.1007/978-3-030-20223-1

UID:

Format: 1 online resource (v, 212 pages) : , illustrations (some color)

ISBN: 9783030055141 , 3030055140

Series Statement: ICME-13 monographs,

Content: 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.

Note: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State.

Additional Edition: Print version: European traditions in didactics of mathematics. Cham, Swizterland : Springer Open, 2019 ISBN 3030055132

Additional Edition: ISBN 9783030055134

Language: English

DOI: 10.1007/978-3-030-05514-1

URL: ProQuest Ebook Central

URL: SpringerLink

UID:

Format: V, 212 p. 28 illus., 10 illus. in color. , online resource.

Edition: 1st ed. 2019.

ISBN: 9783030055141

Series Statement: ICME-13 Monographs,

Content: 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.

Note: Chapter 1. European Didactic Traditions in Mathematics: Introduction and Overview -- Chapter 2. The French Didactic Tradition in Mathematics -- Chapter 3. Didactics of mathematics in the Netherlands -- Chapter 4. The Italian Didactic Tradition.-Chapter 5. The German Speaking Didactic Tradition -- Chapter 6. Didactics of Mathematics as a Research Field in Scandinavia -- Chapter 7. Czech and Slovak Research in Didactics of Mathematics Tradition and a Glance at Present State.

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9783030055134

Additional Edition: Printed edition: ISBN 9783030055158

Language: English

DOI: 10.1007/978-3-030-05514-1

URL: https://doi.org/10.1007/978-3-030-05514-1