National Reflections on the Netherlands Didactics of Mathematics

Chapter 1 A Spotlight on Mathematics Education in the Netherlands and the Central Role of Realistic Mathematics Education

Chapter 2 Mathematics in Teams—Developing Thinking Skills in Mathematics Education

Chapter 3 Task Contexts in Dutch Mathematics Education

Chapter 4 Mathematics and Common Sense—The Dutch School

Chapter 5 Dutch Mathematicians and Mathematics Education—A Problematic Relationship

Chapter 6 Dutch Didactical Approaches in Primary School Mathematics as Reflected in Two Centuries of Textbooks

Chapter 7 Sixteenth Century Reckoners Versus Twenty-First Century Problem Solvers

Chapter 8 Integration of Mathematics and Didactics in Primary School Teacher Education in the Netherlands

Chapter 9 Secondary School Mathematics Teacher Education in the Netherlands

Chapter 11 Ensuring Usability—Reflections on a Dutch Mathematics Reform Project for Students Aged 12–16

Chapter 12 A Socio-Constructivist Elaboration of Realistic Mathematics Education

Chapter 13 Eighteenth Century Land Surveying as a Context for Learning Similar Triangles and Measurement

Chapter 14 The Development of Calculus in Dutch Secondary Education—Balancing Conceptual Understanding and Algebraic Techniques

Chapter 15 The Emergence of Meaningful Geometry

Chapter 16 Testing in Mathematics Education in the Netherlands

Chapter 17 There Is, Probably, No Need for Such an Institution—The Freudenthal Institute in the Last Two Decades of the Twentieth Century