In the Netherlands, mathematics education is intertwined with applications as a result of the inspirational work by Hans Freudenthal and his colleagues, who developed a treatise known as Realistic Mathematics Education (RME). In this paper I will present a retrospective on 25 years of curriculum revisions in the Netherlands, exemplified by two nation-wide projects that established new routines into modern Dutch mathematics education. The first project established a new mathematics curriculum for the lesser gifted students in grades 7-10. In this curriculum modelling serves as a vehicle for students' construction of mathematical knowledge. The second project established an annual modelling competition for teams of students at senior secondary level in the social sciences streams. © 2010 Springer Science+Business Media B.V.
CITATION STYLE
Vos, P. (2010). The Dutch maths curriculum: 25 years of modelling. In Modeling Students’ Mathematical Modeling Competencies: ICTMA 13 (pp. 611–620). Springer US. https://doi.org/10.1007/978-1-4419-0561-1_53
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