National Reflections on the Netherlands Didactics of Mathematics

• 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.

“I personally fully enjoyed reading this monograph and learning about the multitude of examples and diverse perspectives in Dutch mathematics education. … For me, it was a very eye-opening experience to gain this international insight and to become further self-aware of various ideas of what other countries are doing in mathematics education. Those teachers who would like to have the same enriching experience, try something different in the classroom … should give this monograph consideration.” (Deborah Gochenaur, MAA Reviews, May 24, 2020)