id: 06572101
dt: j
an: 2016c.00329
au: Gravemeijer, Koeno; Bruin-Muurling, Geeke; Kraemer, Jean-Marie; van
Stiphout, Irene
ti: Shortcomings of mathematics education reform in The Netherlands: a paradigm
case?
so: Math. Think. Learn. 18, No. 1, 25-44 (2016).
py: 2016
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: D30 B70 B20 D20 F30 F40 H20 H30
ut: educational reforms; conceptual understanding; curriculum; arithmetic;
fractions; algebra; textbooks; educational goals
ci:
li: doi:10.1080/10986065.2016.1107821
ab: Summary: 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.
rv: