ERIC Number: EJ1088387
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 73
Shortcomings of Mathematics Education Reform in the Netherlands: A Paradigm Case?
Gravemeijer, Koeno; Bruin-Muurling, Geeke; Kraemer, Jean-Marie; van Stiphout, Irene
Mathematical Thinking and Learning: An International Journal, v18 n1 p25-44 2016
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.
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands