Hans Freudenthal: A mathematician on didactics and curriculum theory

@article{Gravemeijer2000HansFA,
  title={Hans Freudenthal: A mathematician on didactics and curriculum theory},
  author={Kpe Koeno Gravemeijer and Jan Terwel},
  journal={Journal of Curriculum Studies},
  year={2000},
  volume={32},
  pages={777 - 796}
}
The main ideas in the work of Hans Freudenthal (1905-1990), the Dutch mathematician and mathematics educator, related to curriculum theory and didactics are described. Freudenthal's educational credo, 'mathematics as a human activity', is explored. From this pedagogical point of departure, Freudenthal's criticism of educational research and educational theories is sketched and fleshed out. Freudenthal's approaches to mathematics education, developmental research and curriculum development can… 

National Reflections on the Netherlands Didactics of Mathematics

In this introductory chapter I give a preview of the landscape of issues concerning mathematics education in the Netherlands and the role of RealisticMathematics Education (RME) that one can come

Mathematics Curricula: Issues of Access and Quality

In the last forty years, it seems that discussions about inequality, power, access and identity have simultaneously become more prominent in mathematics education curricula, whilst also being

Teachers’ involvement in children’s mathematizing – beyond dichotomization between play and teaching

ABSTRACT The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children’s learning

Ethno-Realistic Mathematics Education: The promising learning approach in the city of culture

Freudhental's idea of Realistic Mathematics Education (RME) and D'Ambrosio's idea of Ethnomathematics must share some common principles. Both aim to create mathematics learning that eases students to

Reinventing Realistic Mathematics Education at Berkeley—Emergence and Development of a Course for Pre-service Teachers

A central principle of Realistic Mathematics Education (RME) is that learners experience guided opportunities to reconstruct cultural practices and artefacts in the course of attempting to solve

Textbooks and Cultural Traditions: A Comparative Case Study of Berlin and Hong Kong

This study compared the textbooks and their underlying intended curricula and traditions in Berlin and Hong Kong using the Rezat model. The German educational philosophy was characterised by the

Clase social de origen y didáctica de las matemáticas

«Social Class Background and Teaching Mathematics». In 2012 PISA “measures for the first time the relationship between mathematical learning opportunities and mathematical ‘literacy’ ” through

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In

Resolução de Problemas e a Educação Matemática Realística: contribuições para a Educação Financeira Escolar com Professores em Formação Inicial

This article aims to describe the partial results of a research that focuses on Problem Solving. From the development of an activity with students in initial teacher training, it was tried to

Schematising in early childhood mathematics education: Why, when and how?

SUMMARY Discussions about the beginnings of mathematics education in early childhood are often caught up in a dilemma: should we stimulate spontaneous actions or provide direct instruction about
...

References

SHOWING 1-10 OF 71 REFERENCES

Reconstructing Mathematics Pedagogy from a Constructivist Perspective.

Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential

Real Maths in Cooperative Groups in Secondary Education

This chapter describes author’s first encounters with cooperative learning and his personal viewpoint on education. In this view, education should be inclusive, adaptive and cooperative. This is

The Legacy of Hans Freudenthal

Editorial: The Legacy of Freudenthal L. Streefland. Une lumiere s'est eteinte H. Freudenthal: Homo universalis J. Adda. H.F. Working on Mathematics Education F. Goffree. The Bond with Reality is cut:

Constructivism and its implications for curriculum theory and practice

Under the banner of constructivism, a world-wide change in the orientation to school learning has taken place. In the context of the constructivist movement an important question is how curriculum

Realistisch rekenonderwijs aan jonge kinderen.

One of the project undertaken in the 1970 by IOWO was an attempt at developing a new arithmetic/mathematics curriculum for the primary school, called Wiskobas, which included an initiating course of addition and subtraction where the package 'Buses' played a central part.

The philosophy of mathematics education

This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what

Constructivism and Authentic Pedagogy: State of the Art and Recent Developments in the Dutch National Curriculum in Secondary Education.

The recently introduced national curriculum for the ® rst stage of Dutch secondary education requires not only a change in educational content but also a change in educational processes. The

The Practical: A Language for Curriculum

The field of curriculum by inveterate, unexamined, and mistaken reliance on theory has led to incoherence of curriculum and failure and discontinuity in actual schooling because theoretical

Assessment and realistic mathematics education

The consequences of Realistic Mathematics Education for assessing students’ understanding of mathematics in primary school and the implementation and effects of different approaches to mathematics education are described.

Co-operative learning and adaptive instruction in a mathematics curriculum

The AGO 12 to 16 Project (the acronym AGO stands for the Dutch equivalent of 'Adaptive Instruction and Co-operative Learning') seeks to develop and evaluate a mathematics curriculum which is suitable
...