Veranstaltungen
Veranstaltungen der Fakultät für Mathematik
Mathematics in the Primary School Curriculum, als mathdidak
Termin
19.04.2007, 16:30 Uhr -
Veranstaltungsort
M 411
Abstract
Is there any mathematics at all in the Dutch Primary School Mathematics Curriculum?
Looking at every day school practice in The Netherlands, one might be inclined to answer this question in the negative. Generally teachers are mostly speaking of `rekenen` (rechnen, arithmetic, calcule) and sometimes of `rekenen-wiskunde` but never of `wiskunde` (Mathematik, mathematics, mathematique). Is this a sign that, in spite of all innovative efforts and new curricular documents of the last four decades, there hasn`t much changed in school practice and that mathematics has to be considered as terra incognita as far as the primary school is concerned? In this presentation I will elaborate extensively on this question. At first I will dwell on some of the fundamental ideas about mathematics education that have been developed in The Netherlands. Secondly, I will show some of the results in the field of curriculum development to which this process has led. And thirdly, I hope to `prove` that there definitely can be observed fine examples of mathematics and mathematical activities in Dutch classrooms, albeit mostly on an intuitive level.
Looking at every day school practice in The Netherlands, one might be inclined to answer this question in the negative. Generally teachers are mostly speaking of `rekenen` (rechnen, arithmetic, calcule) and sometimes of `rekenen-wiskunde` but never of `wiskunde` (Mathematik, mathematics, mathematique). Is this a sign that, in spite of all innovative efforts and new curricular documents of the last four decades, there hasn`t much changed in school practice and that mathematics has to be considered as terra incognita as far as the primary school is concerned? In this presentation I will elaborate extensively on this question. At first I will dwell on some of the fundamental ideas about mathematics education that have been developed in The Netherlands. Secondly, I will show some of the results in the field of curriculum development to which this process has led. And thirdly, I hope to `prove` that there definitely can be observed fine examples of mathematics and mathematical activities in Dutch classrooms, albeit mostly on an intuitive level.
Vortragende(r)
Kees Buijs
Herkunft der/des Vortragenden
National Institute for Curriculum Development SLO