Mathematics education in the Netherlands viewed from four perspectives

Abstract

This chapter highlights key aspects of the didactics of mathematics in the Netherlands. It is based on the Dutch contribution to the Thematic Afternoon session on European didactic traditions in mathematics, organised at ICME13 in Hamburg 2016. The chapter starts with a section in which mathematics education in the Netherlands is viewed from four perspectives in which subsequently attention is paid to the role of mathematics and mathematicians, the role of theory, the role of design, and the role of empirical research. In all these themes Hans Freudenthal has played a key role. Hereafter, the focus is on two Dutch mathematics educators (Adri Treffers for primary school and Jan de Lange for secondary school) who each left an important mark on how the didactics of mathematics has developed in the last half century and became known as Realistic Mathematics Education (RME). To illustrate the principles of this domain-specific instruction theory a concrete task is worked out in the section “Travelling to Hamburg”. The chapter concludes with five sections featuring voices from abroad in which mathematics educators from other countries give a short reflection on their experiences with RME.