Change and stability: Dutch mathematics education, 1600–1900.

Gert Bjarnadóttir, Kristín;Furinghetti, Fulvia; Prytz, Johan; Schubring; Jenneke Krüger

Change and stability: Dutch mathematics education, 1600–1900.

Gert Bjarnadóttir, Kristín;Furinghetti, Fulvia; Prytz, Johan; Schubring (Editor)
, Jenneke Krüger

Research output: Contribution to conference › Paper › Other research output

Abstract

From each of three periods a Dutch mathematics curriculum is described and analyzed, with emphasis on the intended and the implemented curriculum in each case. Comparison shows that there are factors common to each case and that some factors and some actors are essential for the design and implementation of a successful mathematics curriculum. Other factors contribute to successful implementation.

Original language	English
Number of pages	17
Publication status	Published - 2015

Keywords

Dutch Engineering School
Foundations of Renswoude
HBS
implementated curriculum
intended curriculum
mathematics curriculum

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abstract = "From each of three periods a Dutch mathematics curriculum is described and analyzed, with emphasis on the intended and the implemented curriculum in each case. Comparison shows that there are factors common to each case and that some factors and some actors are essential for the design and implementation of a successful mathematics curriculum. Other factors contribute to successful implementation.",

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N2 - From each of three periods a Dutch mathematics curriculum is described and analyzed, with emphasis on the intended and the implemented curriculum in each case. Comparison shows that there are factors common to each case and that some factors and some actors are essential for the design and implementation of a successful mathematics curriculum. Other factors contribute to successful implementation.

AB - From each of three periods a Dutch mathematics curriculum is described and analyzed, with emphasis on the intended and the implemented curriculum in each case. Comparison shows that there are factors common to each case and that some factors and some actors are essential for the design and implementation of a successful mathematics curriculum. Other factors contribute to successful implementation.

KW - Dutch Engineering School

KW - Foundations of Renswoude

KW - HBS

KW - implementated curriculum

KW - intended curriculum

KW - mathematics curriculum

M3 - Paper

ER -

Change and stability: Dutch mathematics education, 1600–1900.

Abstract

Keywords

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