Abstract
In the Netherlands as elsewhere there are differences of opinion on the content and implementation of mathematics curricula. The recent revision of the Dutch national exam programmes for mathematics at secondary level caused heated discussion on which topics to include and to what depth. Another question is whether and how history can provide inspiration and source material for those involved in the design and evaluation of mathematics curricula. Developments in mathematics education in the Dutch Republic between 1600 and 1650 appear to be a valuable reference case.
| Original language | English |
|---|---|
| Pages (from-to) | 144-161 |
| Journal | BSHM Bulletin |
| Volume | 25 |
| Issue number | 3 |
| Publication status | Published - 2010 |
Keywords
- history mathematics education
- Simon Stevin
- engineering course
- surveying techniques
- Duytsche Mathematique
- Frans van Schooten sr
- fortification