scholarly journals Testing in Mathematics Education in the Netherlands

2020 ◽  
pp. 303-330
Author(s):  
Floor Scheltens ◽  
Judith Hollenberg-Vos ◽  
Ger Limpens ◽  
Ruud Stolwijk
Keyword(s):  
Mathematics Education ◽  
The Netherlands

scholarly journals Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands

2020 ◽  
Author(s):  
Luhuan Huang ◽  
Michiel Doorman ◽  
Wouter van Joolingen
Keyword(s):  
Mathematics Education ◽  
The Netherlands ◽  
Group Work ◽  
Secondary Mathematics ◽  
Beijing Area ◽  
Inquiry Based Learning ◽  
Secondary Mathematics Education ◽  
Learning Practices ◽  
Dutch Sample ◽  
Teaching Cultures

Abstract Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students’ reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices in connection with overarching teaching cultures. In this study, we investigated IBL practices in lower-secondary mathematics lessons in the Beijing area and the Netherlands through a survey about the experiences and preferences of 858 Chinese students and 441 Dutch students. Results show that students from the Beijing sample reported experiencing IBL activities in most mathematics lessons, while students from the Dutch sample reported them in some lessons, and both preferred the same amount of IBL activities as they experienced. The Dutch sample reported little experience with posing questions to tackle. The study also suggests a correlation between IBL experience and IBL preference of each class: students with more IBL experience are likely to show a higher preference for IBL activities. Results of this study do not confirm expectations based on stereotypes about the two teaching cultures. The students’ perspective in both samples suggests that providing complex problems and organizing group work have potential for further encouraging IBL in mathematics.

scholarly journals Problem solving as a challenge for mathematics education in The Netherlands

ZDM ◽  
2007 ◽  
Vol 39 (5-6) ◽  
pp. 405-418 ◽  
Author(s):  
Michiel Doorman ◽  
Paul Drijvers ◽  
Truus Dekker ◽  
Marja Heuvel-Panhuizen ◽  
Jan Lange ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
The Netherlands

Projects: Research Activity on Design, Development, and Assessment in Mathematics Education

1991 ◽  
Vol 84 (9) ◽  
pp. 774
Keyword(s):  
High School ◽  
Mathematics Education ◽  
The Netherlands ◽  
Research Group ◽  
Design Development ◽  
Research Activity ◽  
Evaluation Standards ◽  
University Of Wisconsin ◽  
Mathematical Sciences ◽  
The University

This research-activity project was funded jointly by the National Center for Research in Mathematical Sciences Education (NCRMSE) at the University of Wisconsin- Madison and the Research Group on Mathematics Education at the University of Utrecht, The Netherlands. The project focused on an approach to classroom instruction in relation to the NCTM's curriculum and evaluation standards. Two sets of materials for students and teachers- Data Visualization and Matrices- were developed in The Netherlands and were used by all students in all algebra classes at Whitnall High School in Greenfield, Wisconsin. Observations and interviews were conducted by an observer from the center at Utrecht.

scholarly journals Shortcomings of Mathematics Education Reform in The Netherlands: A Paradigm Case?

2016 ◽  
Vol 18 (1) ◽  
pp. 25-44 ◽  
Author(s):  
Koeno Gravemeijer ◽  
Geeke Bruin-Muurling ◽  
Jean-Marie Kraemer ◽  
Irene van Stiphout
Keyword(s):  
Mathematics Education ◽  
The Netherlands ◽  
Education Reform ◽  
Paradigm Case

Teachers' Use of Classroom Assessment in Primary School Mathematics Education in the Netherlands

CADMO ◽  
2014 ◽  
pp. 35-53
Author(s):  
Theo J.H.M. Eggen ◽  
Marja van den Heuvel-Panhuizen ◽  
Michiel Veldhuis ◽  
Jorine A. Vermeulen
Keyword(s):  
Mathematics Education ◽  
The Netherlands ◽  
Primary School ◽  
Classroom Assessment ◽  
School Mathematics ◽  
Primary School Mathematics

Review: Goals, Goals, and More Goals

1988 ◽  
Vol 19 (2) ◽  
pp. 184-188
Author(s):  
Glenda Lappan
Keyword(s):  
United States ◽  
Mathematics Education ◽  
The Netherlands ◽  
Curriculum Development ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
The United States ◽  
Three Dimensions ◽  
Mathematics Teaching And Learning

In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort. In particular, it focuses on an elaboration of the interplay between curriculum development at Wiskobas, mathematics education issues in Europe and the United States, and the setting of goals that guide and explain the view of mathematics teaching and learning that evolved at Wiskobas between 1968 and 1978.

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