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International Reflections on the Netherlands Didactics of Mathematics Visions on and Experiences with Realistic Mathematics Education ICME-13 Monographs

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International Reflections on the Netherlands Didactics of Mathematics Visions on and Experiences with Realistic Mathematics Education ICME-13 Monographs ICME-13 Monographs Marja van den Heuvel-Panhuizen Editor International Reflections on the Netherlands Didactics of Mathematics Visions on and Experiences with Realistic Mathematics Education ICME-13 Monographs Series Editor Gabriele Kaiser, Faculty of Education, Didactics of Mathematics, Universität Hamburg, Hamburg, Germany Each volume in the series presents state-of-the art research on a particular topic in mathematics education and reflects the international debate as broadly as possible, while also incorporating insights into lesser-known areas of the discussion. Each volume is based on the discussions and presentations during the ICME-13 congress and includes the best papers from one of the ICME-13 Topical Study Groups, Discussion Groups or presentations from the thematic afternoon. More information about this series at http://www.springer.com/series/15585 Marja van den Heuvel-Panhuizen Editor International Reflections on the Netherlands Didactics of Mathematics Visions on and Experiences with Realistic Mathematics Education Editor Marja van den Heuvel-Panhuizen Utrecht University Utrecht, the Netherlands Nord University Bodø, Norway The Open Access publication of this book was made possible in part by generous support from the Utrecht University Open Access Fund, the Nord University Open Access Fund, and the NVORWO (Netherlands Association for the Development of Mathematics Education). ISSN 2520-8322 ISSN 2520-8330 (electronic) ICME-13 Monographs ISBN 978-3-030-20222-4 ISBN 978-3-030-20223-1 (eBook) https://doi.org/10.1007/978-3-030-20223-1 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adap- tation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publi- cation does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface This volume is part of the ICME-13 Monographs and is a spin-off of the Netherlands strand of the ICME-13 Thematic Afternoon on “European Didactic Traditions” held in Hamburg in 2016. In this session, four European countries— France, Italy, Germany and the Netherlands—presented their approach to teaching and learning mathematics in school and in research and development. The session inspired mathematics didacticians familiar with Dutch mathematics education to reflect on the approach to teaching and learning mathematics education in the Netherlands and the role of the Dutch domain-specific instruction theory of Realistic Mathematics Education. This resulted in two volumes: International Reflections on the Netherlands Didactics of Mathematics—Visions on and Experiences with Realistic Mathematics Education and National Reflections on the Netherlands Didactics of Mathematics—Teaching and Learning in the Context of Realistic Mathematics Education. The current volume is the International Reflections book. In this volume, forty-four authors from fifteen countries outside the Netherlands reflect on Realistic Mathematics Education (RME), the domain-specific instruction theory developed in the Netherlands since the late 1960s. The authors discuss what aspects of RME appealed to them and explain how RME has influenced their thinking on mathe- matics education, the RME-based projects they are working on, and how RME has sometimes even altered aspects of their countries’ tradition in teaching and learning mathematics. Consequently, it will not be a surprise that the chapters in this volume express much appreciation for RME. Yet, in addition to their approval, the authors also articulate the challenges of RME. It is apparent that a particular approach to mathematics education cannot simply be transplanted to another country. This knowledge is not new, but what is new is that the chapters show how a ‘local’ approach to mathematics education—which, in fact, RME is—has turned out in other countries. The authors have elucidated how they have adapted RME to their circumstances and their view on mathematics education. By showing how others have used RME and made their own interpretations of it, a mirror is held up to RME, which in turn also benefits its further development. The chapters make it clear that looking at RME from abroad and from the perspective of other cultural v vi Preface contexts can put a brighter spotlight on the essence of RME than only reflections and deliberations from inside. Getting the thought in mind of turning the international life of RME into a volume took little more than a split second. Realising this and creating the volume took years—no need to be precise here. It was a huge enterprise that, thanks to the inspiring chapters of all authors who contributed to this volume, has become reality. However, especially instrumental for this was Nathalie Kuijpers, who together with me checked and double-checked all the texts. Many, many thanks for this. Utrecht, the Netherlands Marja van den Heuvel-Panhuizen March 2019 [email protected]; [email protected] Contents 1 Seen Through Other Eyes—Opening Up New Vistas in Realistic Mathematics Education Through Visions and Experiences from Other Countries ................................... 1 Marja van den Heuvel-Panhuizen 2 From Tinkering to Practice—The Role of Teachers in the Application of Realistic Mathematics Education Principles in the United States ............................ 21 David C. Webb and Frederick A. Peck 3 Searching for Alternatives for New Math in Belgian Primary Schools—Influence of the Dutch Model of Realistic Mathematics Education .................................. 41 Dirk De Bock, Wim Van Dooren and Lieven Verschaffel 4 The Impact of Hans Freudenthal and the Freudenthal Institute on the Project Mathe 2000 ............................... 63 Erich Ch. Wittmann 5Reflections on Realistic Mathematics Education from a South African Perspective .......................... 71 Cyril Julie and Faaiz Gierdien 6 Learning to Look at the World Through Mathematical Spectacles—A Personal Tribute to Realistic Mathematics Education ............................................ 83 Abraham Arcavi 7 Graphing Linear Equations—A Comparison of the Opportunity-to-Learn in Textbooks Using the Singapore and the Dutch Approaches to Teaching Equations ............. 97 Berinderjeet Kaur, Lai Fong Wong and Simmi Naresh Govindani vii viii Contents 8 Low Achievers in Mathematics—Ideas from the Netherlands for Developing a Competence-Oriented View ................. 113 Petra Scherer 9 From the Bottom Up—Reinventing Realistic Mathematics Education in Southern Argentina .......................... 133 Betina Zolkower, Ana María Bressan, Silvia Pérez and María Fernanda Gallego 10 Realistic Mathematics Education in the Chinese Context—Some Personal Reflections .................................... 167 Xiaotian Sun and Wei He 11 The Enrichment of Belgian Secondary School Mathematics with Elements of the Dutch Model of Realistic Mathematics Education Since the 1980s ................................ 189 Dirk De Bock, Johan Deprez and Dirk Janssens 12 Echoes and Influences of Realistic Mathematics Education in Portugal ........................................... 209 João Pedro da Ponte and Joana Brocardo 13 Supporting Mathematical Learning Processes by Means of Mathematics Conferences and Mathematics Language Tools ........................................ 229 Christoph Selter and Daniel Walter 14 Reinventing Realistic Mathematics Education at Berkeley—Emergence and Development of a Course for Pre-service Teachers ................................. 255 Dor Abrahamson, Betina Zolkower and Elisa Stone 15 Korean Mathematics Education Meets Dutch Didactics ......... 279 Kyeong-Hwa Lee, YeongOk Chong, GwiSoo Na and JinHyeong Park 16 The Influence of Realistic Mathematics Education Outside the Netherlands—The Case of Puerto Rico ................... 297 Omar Hernández-Rodríguez, Jorge López-Fernández, Ana Helvia Quintero-Rivera and Aileen Velázquez-Estrella 17 The Impact of Dutch Mathematics Education on Danish Mathematics Education
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