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000725289 019__ $$a908062594$$a908085989
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000725289 0247_ $$a10.1007/978-94-017-9334-6$$2doi
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000725289 08204 $$a510.71$$223
000725289 1001_ $$aBastide-van Gemert, Sacha la,$$eauthor.
000725289 24010 $$aElke positive actie begint met critiek.$$lEnglish
000725289 24510 $$aAll positive action starts with criticism$$h[electronic resource] :$$bHans Freudenthal and the didactics of mathematics /$$cSacha la Bastide-van Gemert.
000725289 264_1 $$aDordrecht :$$bSpringer,$$c2015.
000725289 300__ $$a1 online resource (xv, 386 pages) :$$billustrations
000725289 300__ $$a1 online resource.
000725289 336__ $$atext$$btxt$$2rdacontent
000725289 337__ $$acomputer$$bc$$2rdamedia
000725289 338__ $$aonline resource$$bcr$$2rdacarrier
000725289 500__ $$a"Translated by Marianne Vincken and William Third."
000725289 504__ $$aIncludes bibliographical references and index.
000725289 5050_ $$aAcknowledgements -- Chapter 1: Introduction -- "A way to master this world{u2019}{u2019} -- Chapter 2: Mathematics education in secondary schools and didactics of mathematics in the period between the two World Wars -- 2.1: Secondary Education in the period between the two world wars -- 2.1.1: The origination of the school types in secondary education -- 2.1.2: Some school types -- 2.1.3: The competition between HBS and Gymnasium -- 2.2: Discussions on the mathematics education at the VHMO -- 2.2.1: The initial geometry education and the foundation of journal Euclides -- 2.2.2: The Beth committee and the introduction of differential and integral calculus -- 2.2.3: The controversy about mechanics -- 2.2.4: Educating the mathematics teacher -- 2.2.5: New insights and the Wiskunde Werkgroep (Mathematics Working Group) -- Chapter 3: Hans Freudenthal {u2013} a sketch -- 3.1: Hans Freudenthal {u2013} an impression -- 3.2: Luckenwalde -- 3.3: Berlin -- 3.4: Amsterdam -- 3.5: Utrecht -- Chapter 4: Didactics of arithmetic -- 4.1: Dating of R̀ekendidactiek{u2019} -- 4.2: Cause and intention -- 4.3: Teaching of arithmetic in primary schools -- 4.4: Freudenthal{u2019}s R̀ekendidactiek{u2019}: the content -- 4.4.1: Preface -- 4.4.2: Auxiliary sciences -- 4.4.3: Aim and use of teaching of arithmetic -- 4.5: R̀ekendidactiek{u2019} {u2018}Didactics of arithmetic{u2019}): every positive action starts with criticism -- Chapter 5: A new start -- 5.1: Educating -- 5.1.1: Educating at home -- 5.1.2: Òur task as present-day educators{u2019} -- 5.1.3: Èducation for thinking{u2019}.-5.1.4: Èducating{u2019} in De Groene Amsterdammer -- 5.1.5: Education: a summary -- 5.2: Higher Education -- 5.2.1: Studium Generale -- 5.2.2: The teachers training -- 5.2.3: Student wage -- 5.2.4: Higher education: a ramshackle parthenon or a house in order? -- 5.3: The Wiskunde Werkgroep (the Mathematics Study Group) -- 5.3.1: Activities of the Wiskunde Werkgroep -- 5.3.2: T̀he algebraic and analytical view on the number concept in elementary mathematics{u2019} -- 5.3.3: M̀athematics for non-mathematical studies{u2019} -- 5.3.4: Freudenthal{u2019}s mathematical working group -- Chapter 6: From critical outsider to true authority -- 6.1: Mathematics education and the education of the intellectual capacity -- 6.2: A body under the floor boards: the mechanics education -- 6.3: Preparations for a new curriculum -- 6.4: Probability theory and statistics: a text book.-6.5: Paedagogums, paeda magicians and scientists: the teacher training -- 6.6: Freudenthal internationally -- Chapter 7: Freudenthal and the Van Hieles{u2019} level theory. A learning process.-7.1: Introduction: a special PhD project -- 7.2: Freudenthal as supervisor -- 7.3: P̀roblems of insight{u2019}: Van Hiele{u2019}s level theory -- 7.4: Freudenthal and the theory of the Van Hieles: from l̀evel theory{u2019} to g̀uided re-invention{u2019} -- 7.5: Analysis of a learning process: reflection on reflection -- 7.6: To conclude -- Chapter 8: Method versus content. New Math and the modernization of mathematics education -- 8.1: Introduction: time for modernization -- 8.2: New Math -- 8.2.1: The gap between modern mathematics and mathematics education -- 8.2.2: Modernization of the mathematics education in the Unites States -- 8.3: Royaumont: a bridge club with unforeseen consequences -- 8.3.1: Freudenthal in t̀he group of experts{u2019} -- 8.3.2: Royaumont without Freudenthal: the launch of New Math -- 8.4: Freudenthal on modern mathematics and its meaning for mathematics education -- 8.4.1: The nature of modern mathematics -- 8.4.2: Modern mathematics for the public at large -- 8.4.3: The mathematician "in der Unterhose auf der Strasse" ("in his underpants on the street") -- 8.4.4: Fairy tales and dead ends -- 8.4.5: Modern mathematics as the solution? -- 8.5: Modernization of mathematics education in the Netherlands -- 8.5.1: Initiatives inside and outside of the Netherlands -- 8.5.2: Freudenthal: from WW to {u2018}cooperate with a view to adjust{u2019} -- 8.5.3: The Commissie Modernisering Leerplan Wiskunde -- 8.5.4: A professional development programme for teachers -- 8.5.5: A new curriculum -- 8.6: Geometry education -- 8.6.1: Freudenthal and geometry education -- 8.6.2: Freudenthal on the initial geometry education: try it and see -- 8.6.3: Axiomatizing instead of axiomatics {u2013} but not in geometry -- 8.6.4: Modern geometry in the education according to Freudenthal -- 8.7: Logic -- 8.7.1: È̀xact logic{u2019}{u2019} -- 8.7.2: The application of modern logic in education -- 8.8: Freudenthal and New Math: conclusion -- 8.8.1: A lonely opponent of New Math? -- 8.8.2: Cooperate in order to adjust -- 8.8.3: Knowledge as a weapon in the struggle for a better mathematics education -- 8.8.4: Freudenthal about the aim of mathematics education -- Chapter 9: Here{u2019}s how Freudenthal saw it -- 9.1: Introduction: changes in the scene of action -- 9.2: Educational Studies in Mathematics -- 9.2.1: Not exactly bursting with enthusiasm: the launch -- 9.2.2: Freudenthal as guardian of the level -- 9.3: The Institute for the Development of Mathematics Education -- 9.3.1: From CMLW to IOWO -- 9.3.2: Freudenthal and the IOWO -- 9.4: Exploring the world from the paving bricks to the moon -- 9.4.1: Observations as a father in R̀ekendidactiek{u2019} -- 9.4.2: Observing as a grandfather: walking with the grand-children -- 9.4.3: Granddad Hans: a critical comment -- 9.4.4: Walking on the railway track: the mathematics of a three-year old -- 9.4.5: Observing and the IOWO -- 9.5: Observations as a source -- 9.5.1: Professor or senile grandfather? -- 9.5.2: The paradigm: the ultimate example -- 9.5.3: Here is how Freudenthal saw it: concept of number and didactical phenomenology -- 9.5.4: The right to sound mathematics for all -- 9.6: Enfant terrible -- 9.6.1: Weeding -- 9.6.2: Drumming on empty barrels -- 9.6.3: Freudenthal on Piaget: admiration and merciless criticism -- 9.7: The task for the future -- Chapter 10: Epilogue -- We have come full circle.
000725289 506__ $$aAccess limited to authorized users.
000725289 520__ $$aThis study provides a historical analysis of Freudenthal's didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?. Hans Freudenthal (1905-1990), professor in mathematics, scientist, literator, but above all mathematics-educator, was inextricably linked to the changes which took place.
000725289 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed January 26, 2015).
000725289 60010 $$aFreudenthal, Hans,$$d1905-1990.
000725289 650_0 $$aMathematics$$xStudy and teaching$$xPhilosophy.
000725289 7001_ $$aVincken, Marianne,$$etranslator.
000725289 7001_ $$aThird, William,$$etranslator.
000725289 77608 $$iPrint version:$$z9789401793339
000725289 852__ $$bebk
000725289 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-017-9334-6$$zOnline Access$$91397441.1
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