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Task contexts in dutch mathematics education, national reflections on the netherlands didactics of mathematics, doi 10.1007/978-3-030-33824-4_3.
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Broadening teacher training: playful learning in non-formal contexts for science and mathematics education, task modelling in multiple contexts of use, debates in mathematics education, mathematics education, creativity in mathematics education, mathematics in teams—developing thinking skills in mathematics education, policy-to-practice contexts for early childhood mathematics in england, challenges in mathematics teacher education, problem solving in mathematics education.
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Task Contexts in Dutch Mathematics Education
2020, National Reflections on the Netherlands Didactics of Mathematics
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Pauline Vos
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Mathematical tasks embedded in real-life contexts have received increased attention by educators, in part due to the considerable levels of student engagement often triggered by their motivational features. Nevertheless, it is often challenging for teachers to implement high-level (i.e., cognitively demanding), real-life tasks in ways that exploit their motivational features without overshadowing the mathematics involved. This paper proposes an analytic
Monica Wijers
This paper deals with the challenge to establish problem solving as a living domain in mathematics education in The Netherlands. While serious attempts are made to implement a problem-oriented curriculum based on principles of realistic mathematics education with room for modelling and with integrated use of technology, the PISA 2003 results suggest that this has been successful in educational practice only to a limited extent. The main difficulties encountered include institutional factors such as national examinations and textbooks, and issues concerning design and training. One of the main challenges is the design of good problem solving tasks that are original, non-routine and new to the students. It is recommended to pay attention to problem solving in primary education and in textbook series, to exploit the benefits of technology for problem solving activities and to use the schools’ freedom to organize school-based examinations for types of assessment that are more appropriate for problem solving.
Task Contexts in Dutch Mathematics Education
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The Contexts of mathematics tasks and the context of the classroom: Are we including all students?
- Published: September 2003
- Volume 15 , pages 107–121, ( 2003 )
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- Peter Sullivan 1 ,
- Robyn Zevenbergen 2 &
- Judith Mousley 3
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Mathematics teachers are encouraged to use realistic contexts in order to make mathematics more meaningful and accessible for all students. However, the focus group research reported in this article shows that decisions on the suitability of contexts are complex and multidimensional. Similarly, the way the task contexts are presented, and the way the tasks are incorporated into classroom routines have potential to alienate some groups of students. We suggest that teachers and researchers should be sensitive to difficulties that students might experience as a result of both the task and classroom contexts, and take specific steps to avoid or overcome the difficulties.
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Sullivan, P., Zevenbergen, R. & Mousley, J. The Contexts of mathematics tasks and the context of the classroom: Are we including all students?. Math Ed Res J 15 , 107–121 (2003). https://doi.org/10.1007/BF03217373
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This chapter offers a description of task contexts in mathematics education in the Netherlands. International comparative studies show that the Dutch average percentage of mathematics tasks with real-life connections per lesson exceeds any other country by far. This tradition goes back more than 500 years, when the earliest mathematics ...
3 Task Contexts in Dutch Mathematics Education 35 Tasks in mathematics education generally consist of a text (whether with mathe-matical language or not) and a question, or a sequence of questions. The questions within tasks are meant to make student carry out mathematical activities. As the
This chapter offers a description of task contexts in mathematics education in the Netherlands. International comparative studies show that the Dutch average percentage of mathematics tasks with real-life connections per lesson exceeds any other country by far. This tradition goes back more than 500 years, when the earliest mathematics textbooks in the Dutch language consisted entirely of ...
Task Contexts in Dutch Mathematics Education. In M. van den Heuvel-Panhuizen (Ed.), National Reflections on the Netherlands Didactics of Mathematics. Teaching and Learning in the Context of Realistic Mathematics Education (p. 31-53). Cham: Springer. doi: nb_NO: dc.identifier.isbn: 978-3-030-33824-4: dc.identifier.issn:
Task Contexts in Dutch Mathematics Education. Pauline Vos; Pages 31-53 Open Access. Download chapter PDF Mathematics and Common Sense—The Dutch School. Rijkje Dekker ... fully enjoyed reading this monograph and learning about the multitude of examples and diverse perspectives in Dutch mathematics education. … For me, it was a very eye ...
Task Contexts in Dutch Mathematics Education National Reflections on the Netherlands Didactics of Mathematics doi 10.1007/978-3-030-33824-4_3. Full Text Open PDF Abstract. Available in full text. Date. January 1, 2020. Authors Pauline Vos. Publisher. Springer International Publishing. Related search.
Pauline Vos, in her chapter "Task context in Dutch mathematics education," introduces a categorization scheme for distinguishing different types of contexts used for the presentation of a mathematical task. She provides examples, using a student's notion of "perceived usefulness," to clarify the nuanced distinctions among bare tasks ...
assessment problem. This 'task context' is the focus of the rest of this article. The idea is to rethink the influence of the context of the task on students' performance. The perspective taken here to discuss context is the Dutch domain-specific educational theory for mathematics educa-tion that is known as Realistic Mathematics Education (RME ...
Abstract and Figures. This chapter offers a description of task contexts in mathematics education in the Netherlands. International comparative studies show that the Dutch average percentage of ...
Topics addressed include the theoretical underpinnings of the Dutch approach, the subject of mathematics in the Dutch educational system, teacher education and testing, the history of mathematics ...
Hands-on task analysis See the three tasks from Dutch math text books. Please work on them in the following way: • Work each of the tasks individually as a student. • Discuss the realistic qualities of the context of each of the tasks in pairs from the perspective of RME. • Fill in the table. In total 20 minutes, so less than 7 minutes ...
In The Netherlands, national assessment, which showed a decline in the mastery of basic skills, has evoked a media hype on "failing" mathematics education. Leading are proponents of a traditional approach of teaching algorithms. They criticize mathematics education reform and the underlying theory of realistic mathematics education (RME).
The idea of teaching mathematics to be useful was and is a strong driving force for developing mathematics education in the Netherlands. Even before there was RME, Freudenthal made a strong plea for this idea in his article "Why to Teach Mathematics So As to Be Useful" published in 1968 in Educational Studies in Mathematics.As De Lange (Chap. 17) underlines, at the time of the rise of New ...
Dutch approach to teaching and learning mathematics and is written by Dutch people. The authors of these " re fl ections from inside " have in various ways built up
3 Task Contexts in Dutch Mathematics Education 35 Tasks in mathematics education generally consist of a text (whether with mathematical language or not) and a question, or a sequence of questions. The questions within tasks are meant to make student carry out mathematical activities. As the TIMSS Video Study (Hiebert et al., 2003) and the TIMSS ...
Vos, P. (2019). Task Contexts in Dutch Mathematics Education. In M. van den Heuvel-Panhuizen (Ed.), National Reflections on the Netherlands Didactics of Mathematics. Teaching and Learning in the Context of Realistic Mathematics Education (p. 31-53). Cham: Springer. doi: 10.1007/978-3-030-33824-4_3
Hands-on task analysis See the three tasks from Dutch math text books. Please work on them in the following way: • Work each of the tasks individually as a student. • Discuss the realistic qualities of the context of each of the tasks in pairs from the perspective of RME. • Fill in the table. In total 20 minutes, so less than 7 minutes ...
Sample 4 (Inspectorate of Education, 2021) was a nationally representative sample of 289 teachers taking part in the Dutch national mathematics assessment 2018-2019. This sample consisted of 228 teachers teaching sixth grade students in regular primary education and 61 teachers teaching students at the end of special primary education.
This chapter offers a description of task contexts in mathematics education in the Netherlands. International comparative studies show that the Dutch average percentage of mathematics tasks with ...
The role of the real-world task context was categorized as incidental when (i) it was one of many considerations of study either related to data collection or analysis, (ii) it was a natural part of the mathematics focus (e.g., speed) or (iii) it arose in the findings. The role of the real-world was described as pseudo-real when the task solver had to "suspend reality and ignore common sense ...
The realism of mathematical school tasks : Features and consequences. Torulf Palm. Published 2002. Mathematics, Education. Performance assessment and authentic assessment are recurrent terms in the literature on education and educational research. They have both been given a number of different meanings and unclear definitions and are in some ...
Mathematics as a compulsory school subject was introduced in the Netherlands in the first decades of the 19th century. While in the beginning there was some involvement of Dutch academic ...
Mathematics teachers are encouraged to use realistic contexts in order to make mathematics more meaningful and accessible for all students. However, the focus group research reported in this article shows that decisions on the suitability of contexts are complex and multidimensional. Similarly, the way the task contexts are presented, and the way the tasks are incorporated into classroom ...