HANS FREUDENTHAL, un matemático en Didáctica y teoría curricular

Se describen las principales ideas del trabajo de Hans Freudenthal (1905-1990), el matemático y educador matemático holandés, relacionadas con teoría curricular y didáctica. Se explora el credo educacional de Freudenthal: “la matemática es una actividad humana”. Desde este punto de partida pedagógico, el criticismo de la investigación educativa y las teorías de la educación han sido exploradas y desencarnadas. La aproximación de Freudenthal a la educación matemática, al desarrollo de la investigación y del currículum pueden ser vistos como alternativas a las principales aproximaciones anglo-sajonas a la teoría del currículum

Reken-wiskundeonderwijs voor de 21ste eeuw

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The development of an RME-based geometrycourse for Indonesian Primary schools

The aim of this study was to develop and implement a valid, practical, and effective RME-based geometry course for Indonesian primary schools using design research approach. The research activities were divided into three stages namely front-end analysis, prototyping stage, and assessment stage that were conducted in a four year period. The focus of the chapter is to present detail and rational regarding the three stages. The result of the study was a high quality RME-based geometry course for teaching geometry at grade 4 in Indonesian primary school consisted of teacher's guide and student book. In the products lies the local instructional theory for teaching geometry that was effective for improving pupils' understanding, reasoning, activity, creativity, and motivation

The development of an RME-based geometrycourse for Indonesian Primary schools

The aim of this study was to develop and implement a valid, practical, and effective RME-based geometry course for Indonesian primary schools using design research approach. The research activities were divided into three stages namely front-end analysis, prototyping stage, and assessment stage that were conducted in a four year period. The focus of the chapter is to present detail and rational regarding the three stages. The result of the study was a high quality RME-based geometry course for teaching geometry at grade 4 in Indonesian primary school consisted of teacher's guide and student book. In the products lies the local instructional theory for teaching geometry that was effective for improving pupils' understanding, reasoning, activity, creativity, and motivation

Examining the method of proofs and refutations in pre-service teachers education

There is some evidence in the mathematics education literature that Lakatos' proofs and refutation methods can be useful to examining students' conjecture production and proof construction process. The purpose of this study was to determine how the Lakatos method goes and which steps of the method works in the teacher education program. The population sample for this study consists of 24 senior pre-service teachers in elementary mathematics education in Turkey (16 women and 8 men). Pre-service teachers were given a problem in which they examined the relation between perimeter and area of a rectangle. Data was collected with a camera, field notes, and groups' written solutions and analyzed on the basis of framework included in Larsen and Zandieh's (2008) study. The finding revealed that Lakatos' method was usable in the teacher education program. But some steps of the method described in Lakatos' (1976) historical case study were not provided in the real classroom environment

Statistische minitools voor de ontwikkeling van het begrip verdeling

Dit paper gaat over het deelproject statistiek in de basisvorming. Het ICT-element bestaat in dit deelproject uit zogenaamde statistische minitools. De eerste ronde experimenten is uitgevoerd in vijf brugklassen en het begrip dat centraal stond was frequentieverdeling in samenhang met enkele typen grafieken. De specifieke invulling van genoemde projectvraag voor het statistiekproject luidt dan ook: ìHoe kan de inzet van de minitools stimuleren dat brugklasleerlingen het begrip verdeling geleid heruitvinde

Educational Development and Developmental Research in Mathematics Education

In light of anticipated changes in mathematics education, an alternative for the well- known "research-development-diffusion" model is presented. It is based on an integration of curriculum research and design embedded in "educational development." In this context curriculum development is described as purposeful and sensible tinker- ing. It is argued that the theory production implied in this process may be exploited in "developmental research." However, developmental research is not yet well established as a research discipline. The core of this article is an effort to explicate the characteris- tics of developmental research and to discuss its methodological aspects

Bananensom correct op de rekenmachine

In het licht van moderne ontwikkelingen is het gewenst de accenten in het rekenwiskundeonderwijs te verleggen. Van precies rekenen volgens vaste procedures, naar globaal rekenen, wiskundig redeneren en het leren gebruiken van de zakrekenmachine. Bananensom correct op de rekenmachin