Realistic Mathematics Education in the Chinese Context—Some Personal Reflections

Abstract

In this chapter, we start with a historical review of how Professor Hans Freudenthal and Realistic Mathematics Education (RME) became known in China, and how the academic exchange between Chinese scholars in the field of mathematics education and researchers at the Freudenthal Institute initiated and continued later. Then we discuss the positive impact of RME. Specifically, we cite some living examples for how the theoretical and empirical research substances related to RME-influenced mathematics curriculum development in China. These examples include the fields of curricular policy making, textbook design and classroom teaching.