Shortcomings of Mathematics Education Reform in the Netherlands: A Paradigm Case?

Autor/inn/en	Gravemeijer, Koeno; Bruin-Muurling, Geeke; Kraemer, Jean-Marie; van Stiphout, Irene
Titel	Shortcomings of Mathematics Education Reform in the Netherlands: A Paradigm Case?
Quelle	In: Mathematical Thinking and Learning: An International Journal, 18 (2016) 1, S.25-44 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2016.1107821
Schlagwörter	Foreign Countries; Mathematics Education; Educational Change; Mathematics Skills; Mathematics Achievement; Mathematical Concepts; Barriers; Textbook Content; Content Analysis; Phenomenology; Algebra; Subtraction; Multiplication; Fractions; Task Analysis; Inhibition; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Bildungsreform; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Lehrbuchtext; Inhaltsanalyse; Phenomenological psychology; Phänomenologie; Psychologie; Subtraktion; Multiplikation; Bruchrechnung; Aufgabenanalyse; Hemmung; Niederlande
Abstract	This article offers a reflection on the findings of three PhD studies, in the domains of, respectively, subtraction under 100, fractions, and algebra, which independently of each other showed that Dutch students' proficiency fell short of what might be expected of reform in mathematics education aiming at conceptual understanding. In all three cases, the disappointing results appeared to be caused by a deviation from the original intentions of the reform, resulting from the textbooks' focus on individual tasks. It is suggested that this "task propensity", together with a lack of attention for more advanced conceptual mathematical goals, constitutes a general barrier for mathematics education reform. This observation transcends the realm of textbooks, since more advanced conceptual mathematical understandings are underexposed as curriculum goals. It is argued that to foster successful reform, a conscious effort is needed to counteract task propensity and promote more advanced conceptual mathematical understandings as curriculum goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01