Overview

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.

Full Product Details

Author:   Marja van den Heuvel-Panhuizen
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
Edition:   1st ed. 2020
Weight:   0.575kg
ISBN:  

9783030202255

ISBN 10:   3030202259
Pages:   366
Publication Date:   25 August 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

1     Seen through other eyes – Opening up new vistas in Realistic Mathematics Education through visions and experiences from other countries       Marja van den Heuvel-Panhuizen   2     From tinkering to practice – The role of teachers in the application of Realistic Mathematics Education principles in the United States        David C. Webb, Frederick A. Peck   3     Searching for alternatives for New Math in Belgian primary schools – Influence of the Dutch model of Realistic Mathematics Education        Dirk De Bock, Wim Van Dooren, Lieven Verschaffel   4     The impact of Hans Freudenthal and the Freudenthal Institute on the project Mathe 2000        Erich Ch. Wittmann   5     Reflections on Realistic Mathematics Education from a South African perspective        Cyril Julie,Faaiz Gierdien   6     Learning to look at the world through mathematical spectacles – A personal tribute to Realistic Mathematics Education        Abraham Arcavi   7     Graphing linear equations – A comparison of the opportunity-to-learn in textbooks using the Singapore and the Dutch approaches to teaching equations        Berinderjeet Kaur, Wong Lai Fong, Simmi Naresh Govindani   8     Low achievers in mathematics – Ideas from the Netherlands for developing a competence-oriented view        Petra Scherer   9     From the bottom up – Reinventing Realistic Mathematics Education in Southern Argentina        Betina Zolkower, Ana María Bressan, Silvia Pérez, María Fernanda Gallego   10   Realistic Mathematics Education in the Chinese context – Some personal reflections        Xiaotian Sun, Wei He   11   The enrichment of Belgian secondary school mathematics with elements of the Dutch model of Realistic Mathematics Education since the 1980s        Dirk De Bock, Johan Deprez, Dirk Janssens   12   Echoes and influences of Realistic Mathematics Education in Portugal        João Pedro da Ponte, Joana Brocardo   13   Supporting mathematical learning processes by means of mathematics conferences and mathematics language tools        Christoph Selter, Daniel Walter   14   Reinventing Realistic Mathematics Education at Berkeley – Emergence and development of a course for pre-service teachers        Dor Abrahamson, Betina Zolkower, Elisa Stone   15   Korean mathematics education meets Dutch didactics        Kyeong-Hwa Lee, YeongOk Chong, GwiSoo Na, JinHyeong Park   16   The influence of Realistic Mathematics Education outside the Netherlands – The case of Puerto Rico        Omar Hernández-Rodríguez, Jorge López-Fernández, Ana Helvia Quintero-Rivera, Aileen Velázquez-Estrella   17   The impact of Dutch mathematics education on Danish mathematics education        Mogens Niss   18   Two decades of Realistic Mathematics Education in Indonesia        Zulkardi, Ratu Ilma Indra Putri, Aryadi Wijaya   19   Intervening with Realistic Mathematics Education in England and the Cayman Islands – The challenge of clashing educational ideologies        Paul Dickinson, Frank Eade, Steve Gough, Sue Hough, Yvette Solomon

Reviews

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)

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)

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