February 2005, Vol. 98, Issue 6
Report from the Netherlands: The Dutch Revolution in Secondary School Mathematics
Robert Case
Survey of the profound ongoing changes in secondary school mathematics in the Netherlands and the implications within Dutch society. The emerging Dutch model invites reflection on the American process and possibilities. Teachers are learning new teaching pedagogy, similar to NCTM recommendations. Equality in funding, realistic math, equity in education, and fostering student autonomy are focuses of the article.
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