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oapen-20.500.12657-230132024-03-22T19:23:36Z International Reflections on the Netherlands Didactics of Mathematics van den Heuvel-Panhuizen, Marja Education Mathematics—Study and teaching Learning Instruction Teaching Assessment thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject 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. 2020-03-18 13:36:15 2020-04-01T09:00:10Z 2020-04-01T09:00:10Z 2020 book 1007148 http://library.oapen.org/handle/20.500.12657/23013 eng ICME-13 Monographs application/pdf n/a 1007148.pdf https://www.springer.com/9783030202231 Springer Nature 10.1007/978-3-030-20223-1 10.1007/978-3-030-20223-1 6c6992af-b843-4f46-859c-f6e9998e40d5 366 Cham open access
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OAPEN
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DSpace
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English
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| description |
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.
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1007148.pdf
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1007148.pdf
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1007148.pdf
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1007148.pdf
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1007148.pdf
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1007148.pdf
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1007148.pdf
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Springer Nature
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2020
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https://www.springer.com/9783030202231
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1799945223824998400
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