International Reflections on the Netherlands Didactics of Mathematics

• 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 RealisticMathematics 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.

“The inclusion throughout both volumes of thought-provoking examples of RME authentic context tasks offers opportunities for the reader to engage in moments of guided reinvention, serving as models of particular mathematics content, as well as creating models for reflection on the meaning and potential offered by Realistic Mathematics Education. There is a little bit of something for everyone in these books, and they represent an important contribution to the growing body of literature in the field of mathematics education.” (Anne R. Teppo, Educational Studies in Mathematics, Issue 104, 2020)“The book is written for those familiar with the RME tradition. I judge that is the audience who will find this volume of most interest. … What this volume contributes more uniquely is the personal histories and comparative experiences of scholars working to build on the tradition.” (Paul Christian Dawkins, MAA Reviews, December 14, 2019)