Theory and practice: a history of two centuries of Dutch mathematics education

Intro -- Preface -- Contents -- Contents -- Contents -- List of Abbreviations and Acronyms -- Chapter 1: Introduction -- 1.1 A Short Bibliography of the History of Dutch Mathematics Education -- Chapter 2: Prologue -- 2.1 Primary Schools -- 2.2 Latin Schools -- 2.3 French and Vocational Schools -- 2.4 Societies -- 2.5 Universities and Polytechnics Avant la Lettre -- 2.6 An Exceptional Country -- 2.7 On the Threshold of a New Era -- 2.8 Reform in a European Context -- 2.9 Conclusion -- Chapter 3: The Emergence of Mathematics as a School Topic -- 3.1 Latin Schools 1815-1826 -- 3.1.1 The Decree of 1815 -- 3.1.2 The Teachers -- 3.1.3 Content and Organisation -- 3.1.4 Lesson Plans -- 3.1.5 Textbooks -- 3.1.6 Jacob de Gelder -- 3.1.7 A Conflict at the Latin School of Leiden -- 3.1.8 Towards a Step Forward -- 3.2 Latin Schools 1826-1838 -- 3.2.1 The Decrees of 1826 and 1827 -- 3.2.2 Textbooks and Didactical Publications by Jacob de Gelder -- 3.2.3 The Effect of the Measures -- 3.2.4 Some More Details: Amsterdam, Leiden and Rotterdam -- 3.2.5 Teachers and Didactics -- 3.2.6 Some Form of Teacher Training -- 3.2.7 Conclusion -- 3.3 Latin Schools 1838-1876 -- 3.3.1 The Second Departments -- 3.3.2 The Curricula at the Gymnasia -- 3.3.3 Teachers -- 3.3.4 Textbooks -- 3.3.5 The State Exam and Afterwards -- 3.4 Mathematics Teaching at Other Schools -- 3.4.1 Primary Schools -- 3.4.2 French Schools -- 3.4.3 Vocational Schools -- 3.5 Summary and Analysis -- Chapter 4: The HBS and the New Gymnasia -- 4.1 The First Decades of the HBS -- 4.1.1 The Law on Secondary Education of 1863 -- 4.1.2 The Schools for Secondary Education -- 4.1.3 The Mathematics Curriculum at the HBS -- 4.1.4 Teachers -- 4.1.5 Textbooks -- 4.1.6 Jan Versluys -- 4.1.7 In a Wider Perspective -- 4.2 Reform of Latin Schools -- 4.2.1 The Curriculum -- 4.2.2 Teachers and Textbooks.

4.3 Classical Versus Realistic Education -- 4.3.1 Gymnasia and HBS in a European Context -- 4.3.2 The Prussian Example -- Chapter 5: Stagnation and Reform: Curricula 1900-1968 -- 5.1 A Patchwork of Laws and Schools -- 5.1.1 Lycea -- 5.1.2 HBS-A -- 5.1.3 Extended Primary and Vocational Schools -- 5.1.4 Summary -- 5.2 HBS and Gymnasia in the First Decades of the Twentieth Century -- 5.2.1 Arithmetic -- 5.2.2 Algebra, Geometry and Trigonometry -- 5.2.3 Failed Reform in the HBS -- 5.2.4 Reform at the Gymnasia -- 5.3 The Third and Fourth Decade -- 5.3.1 Eduard Jan Dijksterhuis -- 5.3.2 The Beth-Dijksterhuis Proposals -- 5.3.3 The Reception of the Report -- 5.3.4 The Curriculum of 1937 -- 5.4 After the War -- 5.4.1 The Wimecos Curriculum -- 5.5 Extended Primary Schools and Vocational Schools -- 5.6 Summary and Analysis -- Chapter 6: Teachers, Textbooks and Didactics 1900-1968 -- 6.1 Teachers -- 6.1.1 Teacher Education -- 6.1.2 Teacher Organisations -- 6.1.3 Liwenagel -- 6.1.4 Wimecos -- 6.1.5 Other Organisations -- 6.1.6 An Outsider: The Wiskunde Werkgroep -- 6.2 Journals for Teachers -- 6.2.1 Wiskundig Tijdschrift -- 6.2.2 Euclides -- 6.3 Textbooks and Didactics -- 6.3.1 Pieter Wijdenes -- 6.3.2 Aside from the Mainstream -- 6.3.3 After the War -- Chapter 7: Modern Mathematics -- 7.1 Prelude -- 7.1.1 Van Dantzig -- 7.1.2 Modern Mathematics -- 7.1.3 The Dutch at Royaumont -- 7.2 The CMLW -- 7.2.1 Hans Freudenthal -- 7.2.2 The Early Years of the CMLW -- 7.2.3 A Complication: A New Law on Secondary Education -- 7.2.4 New Experts -- 7.2.5 Wiskobas -- 7.2.6 From CMLW to IOWO -- 7.3 New Curricula and Textbooks -- 7.3.1 The Problem of the Textbooks -- 7.3.2 The New Curricula and Exam Programs -- 7.3.3 Motivation and Criticism -- 7.4 After 1968 -- 7.4.1 Results and Effects of the New Curriculum -- 7.4.2 Didactical Activities -- 7.5 In Hindsight.

7.5.1 Stagnation Versus Reform -- 7.5.2 The Role of Freudenthal -- Chapter 8: Realistic Mathematics Education -- 8.1 The IOWO and OW& -- OC -- 8.1.1 Realistic Mathematics Education (RME): Wiskobas -- 8.1.2 RME: Wiskivon -- 8.2 RME: Mathematics A -- 8.2.1 The Hewet Report -- 8.2.2 The Hewet Project -- Chapter 9: Epilogue -- 9.1 After Hewet -- 9.1.1 The W12-16 Project -- 9.1.2 The 'Profiles': New Exam Programs -- 9.2 Changing Times -- 9.2.1 Criticism of Arithmetic Skills -- 9.2.2 Criticism of Algebraic Skills -- 9.2.3 The Freudenthal Institute -- 9.3 The Success of Realistic Mathematics Education: An Analysis -- 9.3.1 A Tradition of Usability? -- 9.3.2 The Practical Character of the HBS -- 9.3.3 Officials, Experts and Professionals -- 9.4 In a Bird's-Eye View -- References -- Author Index -- Subject Index.