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Index
Cover Front Matter 1. A Spotlight on Mathematics Education in the Netherlands and the Central Role of Realistic Mathematics Education 2. Mathematics in Teams—Developing Thinking Skills in Mathematics Education 3. Task Contexts in Dutch Mathematics Education 4. Mathematics and Common Sense—The Dutch School 5. Dutch Mathematicians and Mathematics Education—A Problematic Relationship 6. Dutch Didactical Approaches in Primary School Mathematics as Reflected in Two Centuries of Textbooks 7. Sixteenth Century Reckoners Versus Twenty-First Century Problem Solvers 8. Integration of Mathematics and Didactics in Primary School Teacher Education in the Netherlands 9. Secondary School Mathematics Teacher Education in the Netherlands 10. Digital Tools in Dutch Mathematics Education: A Dialectic Relationship 11. Ensuring Usability—Reflections on a Dutch Mathematics Reform Project for Students Aged 12–16 12. A Socio-Constructivist Elaboration of Realistic Mathematics Education 13. Eighteenth Century Land Surveying as a Context for Learning Similar Triangles and Measurement 14. The Development of Calculus in Dutch Secondary Education—Balancing Conceptual Understanding and Algebraic Techniques 15. The Emergence of Meaningful Geometry 16. Testing in Mathematics Education in the Netherlands 17. There Is, Probably, No Need for Such an Institution—The Freudenthal Institute in the Last Two Decades of the Twentieth Century
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