Realistic Mathematics Education

Smid, Harm Jan

doi:10.1007/978-3-031-21873-6_8

Cited by 2 publications

(6 citation statements)

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“…M. Leeman, a professor of mathematics of the University Amsterdam, and Vredenduin (Leeman, Bunt, & Vredenduin, 1960). The latter was recommended to the Dutch Minister of Education by Freudenthal as a representative of the teachers (Smid, 2022). Vredenduin returned full of enthusiasm from Royaumont, where he had been confronted with modern mathematics of which he had little or no knowledge until that time (Goffree, 1985).…”

Section: New Math and The Implementation Of "Royaumont"mentioning

confidence: 99%

“…More important, however, is his role in the "New Math" movement. Vredenduin was the most outspoken supporter of "New Math" in the Netherlands (Smid, 2022). As a member of the Dutch delegation, he had participated in the famous 1959 OECD Seminar in Royaumont (OEEC, 1961) and was one of the key persons in the implementation in the Netherlands of the seminar's recommendations.…”

Section: Introductionmentioning

confidence: 99%

“…Other important contributions have recently been made by Danny Beckers, highlighting the role of Susan Freudenthal-Lutter (1908-1986 (Beckers, 2019), and on the history of "New Math" in the Netherlands (Beckers, 2023). The role of Johan Wansink was investigated by Harm Jan Smid (2017) who also published a comprehensive study on the history of Dutch mathematics education over the past two centuries, including the post-War modern mathematics and realistic mathematics education movements (Smid, 2022). Until now, however, Vredenduin's contribution had not been documented in the international literature on the history of mathematics education.…”

Section: Introductionmentioning

confidence: 99%

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Piet Vredenduin: math teacher and more, trait d’union between the Dutch and Flemish mathematics teachers’ communities

Zwaneveld,

De Bock

2023

“Dig Where You Stand” 7. Proceedings of the Seventh International Conference on the History of Mathematics Education. September

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Piet Vredenduin (1909–1996) played a prominent role in the Dutch mathematics education community during the second half of the twentieth century: mathematics teacher, mathematics researcher which led him to a dissertation on Fraenkel’s Mengenlehre applied to number theory, author of mathematics textbooks for almost all sections of the secondary mathematics curriculum, mathematics teachers’ educator, participant in two innovating projects: teaching history of mathematics, and statistics and probability theory in secondary education, contributor and editor of the journal of the Dutch association of mathematics teachers. Last but not least, he played an important role in the implementation of the ideas as discussed at “Royaumont” (“New Math”). These are his main activities inside the Netherlands. Internationally we have to mention his role as a trait d’union, “a liaison officer”, between the Dutch and the Flemish communities of mathematics teachers: representing the board of the Dutch mathematics teachers association on many occasions in Flanders, contributing articles to the journal of the Flemish mathematics teachers’ association, informing the Dutch mathematics teachers about the developments in Flanders, and the Flemish teachers about the developments in the Netherlands, especially about the implementation of the recommendations of “Royaumont”.

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Section: New Math and The Implementation Of "Royaumont"mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Piet Vredenduin: math teacher and more, trait d’union between the Dutch and Flemish mathematics teachers’ communities

Zwaneveld,

De Bock

2023

“Dig Where You Stand” 7. Proceedings of the Seventh International Conference on the History of Mathematics Education. September

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“…Another law, of 1876, confirmed a decree of 1815, defining the Latin schools as part of higher education – only renaming them Gymnasia. This remained their official status, until a new law of 1963 (see Smid, 2022, pp. 100 ff.…”

Section: Introductionmentioning

confidence: 99%

“…10 The origin of the testing programme PISA resides in the Realistic Mathematics Education programme (RME), elaborated in the Netherlands in the early 1970s, becoming there the major educational conception for mathematics teaching, overcoming the less strong enthusiasm there for mod math . RME has been strongly influenced by Hans Freudenthal; the theoretical conception was best established by Adri Treffers in 1978 (Smid, 2022, p. 249). Of its five educational principles, two became particularly influential in the testing programme:the starting point of the learning process must be located in meaningful, realistic problems;children should develop a rich, well-structured complex of skills, knowledge and insight, not only within the framework of the content matter itself but also in connection with applications in the real world (ibid.…”

Section: Introductionmentioning

confidence: 99%

Transitions from school mathematics to university mathematics – an international variable for educational policies

Schubring

2023

Asian Journal for Mathematics Education

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The approach of coloniality to analyse the impact of political-cultural power structures on mathematics teaching is currently being discussed in mathematics education, especially in Latin America. In particular, one affirms there a hierarchy between the mathematical knowledge that is to be taught in the different educational levels, and is lamenting the hierarchy: as an effect of coloniality and as an expression of a global, Eurocentric hegemony. However, such relationships between the different content parts of the educational structure have been established in each country in a specific way, that is, according to the forms in which the educational system had emerged in that country. Whether hierarchies are implied has to be investigated for each case separately. The core of the differences is constituted by the structural functions achieved in Modern Times by the former Artes Faculty of Medieval Times. It depended on these functions which requirements were instituted for the transition from secondary level to higher education and which authority had to decide whether the requirements were met. In particular, the paper will discuss how the different paths for the transition from secondary to higher education have also shaped different structures of school mathematics and to what extent power mechanisms and hierarchies can be proven in them.

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Realistic Mathematics Education

Cited by 2 publications

References 1 publication

Piet Vredenduin: math teacher and more, trait d’union between the Dutch and Flemish mathematics teachers’ communities

Piet Vredenduin: math teacher and more, trait d’union between the Dutch and Flemish mathematics teachers’ communities

Transitions from school mathematics to university mathematics – an international variable for educational policies

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