Ruim 50 jaar ontwikkeling reken-wiskundeonderwijs

Abstract

Developing mathematics is a product in time. This is true for the period shortly after WW2 and for the present time. In this paper we provide an overview on developing primary mathematics education in the Netherlands between the fifties of the last century and now. Our main focus is realistic mathematics education, as this was the most prominent development over the last 50 years. We describe which considerations and mechanisms played a role in developing realistic mathematics education. We show how today realistic mathematics education is criticized. We analyse arguments used in this discussion and show the perception of realistic mathematics education reflected in these arguments.