In this paper, we present an escape box as a means to introduce the escape room concept into classrooms. Recreational escape rooms have inspired teachers all over the world to adapt the popular entertainment activity for education. Escape rooms are problem‐based and time‐constrained, requiring active and collaborative participants, a setting that teachers want to achieve in their classroom to promote learning. This paper explores the adaptation of the escape room concept into educational escape game boxes. These technology‐enhanced escape boxes have become hybrid learning spaces, merging individual and collaborative learning, as well as physical and digital spaces. The design of the box with assignments on each side puts users face to face with each other and requires them to collaborate in the physical world, instead of being individually absorbed in a digital world. The developed box is a unique concept in the field of escape rooms; the content is adaptable. This paper describes the process leading to the design criteria, the design process, test results and evaluation, and provides recommendations for designing educational escape rooms.

In this chapter, we discuss the education of secondary school mathematics teachers in the Netherlands. There are different routes for qualifying as a secondary school mathematics teacher. These routes target different student teacher populations, ranging from those who have just graduated from high school to those who have already pursued a career outside education or working teachers who want to qualify for teaching in higher grades. After discussing the complex structure this leads to, we focus on the aspects that these different routes have in common. We point out typical characteristics of Dutch school mathematics and discuss the aims and challenges in teacher education that result from this. We give examples of different approaches used in Dutch teacher education, which we link to a particular model for designing vocational and professional learning environments. We end the chapter with a reflection on the current situation. 9.1 The Dutch Educational System As a start of this chapter we first give an overview of the Dutch educational system. For the sake of clarity, we will focus on the main stream of the system and not go into all exceptions. In other words, we will describe how education is organised for 90% of the Dutch students. For example, education for students with special needs will The article is written in the spring of 2016.

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