Franklin

International Reflections on the Netherlands Didactics of Mathematics [electronic resource] : Visions on and Experiences with Realistic Mathematics Education / edited by Marja van den Heuvel-Panhuizen.

Edition:
1st ed. 2020.
Publication:
Cham : Springer International Publishing : Imprint: Springer, 2020.
Series:
ICME-13 Monographs, 2520-8322
ICME-13 Monographs, 2520-8322
Format/Description:
Book
1 online resource (IX, 366 p. 117 illus., 50 illus. in color.)
Subjects:
Mathematics—Study and teaching .
Learning.
Instruction.
Teaching.
Assessment.
Local subjects:
Mathematics Education. (search)
Learning & Instruction. (search)
Teaching and Teacher Education. (search)
Assessment, Testing and Evaluation. (search)
Summary:
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.
Contents:
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.
Contributor:
van den Heuvel-Panhuizen, Marja. editor., Editor,
ISBN:
3-030-20223-2
Publisher Number:
10.1007/978-3-030-20223-1 doi
Access Restriction:
Open Access
Loading...
Location Notes Your Loan Policy
Description Status Barcode Your Loan Policy