The Development of Calculus in Dutch Secondary Education—Balancing Conceptual Understanding and Algebraic Techniques

Abstract

Compared to neighbouring countries, in the Netherlands a nationwide introduction of calculus in secondary education took place rather late. This happened in 1958 after a discussion of fifty years between advocates of the teaching of calculus in school and their opponents. From the 1960s on, there has been an acceleration in curriculum changes. First the curriculum was influenced by the New Math movement. This resulted in a rather formal course that became compulsory for almost all students in pre-university secondary education. Many of them experienced serious problems with the acquisition of this topic. Then, in reaction to that, influenced by Realistic Mathematics Education, three calculus courses were developed that tried to build on a meaningful introduction, with applications incorporated, for secondary pre-university education and secondary pre-higher vocational education. Finally, calculus became relevant and within reach of all students of the higher levels in secondary education.