id: 05820509
dt: a
an: 2010f.00072
au: Smid, Harm Jan
ti: Foreign influences on Dutch mathematics teaching.
so: Bjarnadóttir, Kristín (ed.) et al., ‘Dig where you stand’.
Proceedings of the conference ‘On-going research in the history of
mathematics education’, Fjölbrautaskólinn í Gardabæ, Gardabær,
Iceland, June 20‒24, 2009. Reykjavík: University of Iceland, School
of Education (ISBN 978-9979-793-99-1). 209-221 (2009).
py: 2009
pu: Reykjavík: University of Iceland, School of Education
la: EN
cc: A30 B20 D30 A60
ut: history of mathematics education (19th century, 20 century); Netherlands;
reform of mathematics education
ci:
li:
ab: Summary: During the nineteenth century, mathematics was gradually
established as a major topic within the Dutch secondary school system.
In this period, French and German influences are easily ascertained
within the program and schoolbooks, and also with leading personalities
of the time, like Jacob de Gelder (1765‒1848) and Jan Versluys
(1845‒1920). But, once holding a strong position within the school
system, Dutch school mathematics became more rigid, less open to
influences from abroad. The prolific and influential schoolbook writer
and didactician Pieter Wijdenes (1872‒1972) openly declared he never
read any schoolbook from abroad. Another key figure in the first half
of the twentieth century, Eduard Jan Dijksterhuis (1892‒1965), was as
historian of mathematics much more internationally orientated, but as a
math didactician he was not. Modem ideas were propagated by Tatiana
Ehrenfest-Afanassjewa (1876‒1964), born in Kiev and educated in St.
Petersburg, who had studied math and physics in Göttingen with Klein
and Hilbert. In 1912 she came to Leiden where she lived until her
death. When finally in the sixties of the last century Dutch school
mathematics underwent a thorough reform, a decisive role was played
again by someone originally from another country: Hans Freudenthal,
(1905‒1990) from Germany. Freudenthal came in 1930 as an assistant to
L.E.J. Brouwer to Amsterdam, and also remained in The Netherlands until
his death. He attended for many years a didactical working group
organised by Tatiana Ehrenfest-Afanassjewa, and there can be no doubt
that this working group played an important role in arousing his
interest in and developing his ideas about mathematics education. In
the conclusions some explanations are formulated why in the first half
of the twentieth century Dutch math teaching entered such a period of
stagnation.
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