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The Resource All positive action starts with criticism : Hans Freudenthal and the didactics of mathematics, Sacha la Bastidevan Gemert
All positive action starts with criticism : Hans Freudenthal and the didactics of mathematics, Sacha la Bastidevan Gemert
Resource Information
The item All positive action starts with criticism : Hans Freudenthal and the didactics of mathematics, Sacha la Bastidevan Gemert represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Oklahoma Libraries.This item is available to borrow from all library branches.
Resource Information
The item All positive action starts with criticism : Hans Freudenthal and the didactics of mathematics, Sacha la Bastidevan Gemert represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Oklahoma Libraries.
This item is available to borrow from all library branches.
 Summary
 This study provides a historical analysis of Freudenthal's didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?. Hans Freudenthal (19051990), professor in mathematics, scientist, literator, but above all mathematicseducator, was inextricably linked to the changes which took place
 Language

 eng
 dut
 eng
 Extent

 1 online resource (xv, 386 pages)
 1 online resource
 Note
 "Translated by Marianne Vincken and William Third."
 Contents

 Acknowledgements
 Chapter 1: Introduction
 "A way to master this world"
 Chapter 2: Mathematics education in secondary schools and didactics of mathematics in the period between the two World Wars
 2.1: Secondary Education in the period between the two world wars
 2.1.1: The origination of the school types in secondary education
 2.1.2: Some school types
 2.1.3: The competition between HBS and Gymnasium
 2.2: Discussions on the mathematics education at the VHMO
 2.2.1: The initial geometry education and the foundation of journal Euclides
 2.2.2: The Beth committee and the introduction of differential and integral calculus
 2.2.3: The controversy about mechanics
 2.2.4: Educating the mathematics teacher
 2.2.5: New insights and the Wiskunde Werkgroep (Mathematics Working Group)
 Chapter 3: Hans Freudenthal
 a sketch
 3.1: Hans Freudenthal
 an impression
 3.2: Luckenwalde
 3.3: Berlin
 3.4: Amsterdam
 3.5: Utrecht
 Chapter 4: Didactics of arithmetic
 4.1: Dating of 'Rekendidactiek'
 4.2: Cause and intention
 4.3: Teaching of arithmetic in primary schools
 4.4: Freudenthal's 'Rekendidactiek' : the content
 4.4.1: Preface
 4.4.2: Auxiliary sciences
 4.4.3: Aim and use of teaching of arithmetic
 4.5: 'Rekendidactiek' ('Didactics of arithmetic'): every positive action starts with criticism
 Chapter 5: A new start
 5.1: Educating
 5.1.1: Educating at home
 5.1.2: 'Our task as presentday educators'
 5.1.3: 'Education for thinking'
 5.1.4: 'Educating' in De Groene Amsterdammer
 5.1.5: 'The cooperative task of the educator in forming a person'
 5.1.6: Education: a summary
 5.2: Higher Education
 5.2.1: Studium Generale
 5.2.2: The teachers training
 5.2.3: Student wage
 5.2.4: Higher education: a ramshackle parthenon or a house in order?
 5.3: The Wiskunde Werkgroep (the Mathematics Study Group)
 5.3.1: Activities of the Wiskunde Werkgroep
 5.3.2: 'The algebraic and analytical view on the number concept in elementary mathematics'
 5.3.3: 'Mathematics for nonmathematical studies'
 5.3.4: Freudenthal's mathematical working group
 Chapter 6: From critical outsider to true authority
 6.1: Mathematics education and the education of the intellectual capacity
 6.2: A body under the floor boards: the mechanics education
 6.3: Preparations for a new curriculum
 6.4: Probability theory and statistics: a text book.6.5: Paedagogums, paeda magicians and scientists: the teacher training
 6.6: Freudenthal internationally
 Chapter 7: Freudenthal and the Van Hieles' level theory. A learning process.7.1: Introduction: a special PhD project
 7.2: Freudenthal as supervisor
 7.3: 'Problems of insight' : Van Hiele's level theory
 7.4: Freudenthal and the theory of the Van Hieles: from 'level theory' to 'guided reinvention'
 7.5: Analysis of a learning process: reflection on reflection
 7.6: To conclude
 Chapter 8: Method versus content. New Math and the modernization of mathematics education
 8.1: Introduction: time for modernization
 8.2: New Math
 8.2.1: The gap between modern mathematics and mathematics education
 8.2.2: Modernization of the mathematics education in the United States
 8.3: Royaumont: a bridge club with unforeseen consequences
 8.3.1: Freudenthal in 'the group of experts'
 8.3.2: Royaumont without Freudenthal: the launch of New Math
 8.4: Freudenthal on modern mathematics and its meaning for mathematics education
 8.4.1: The nature of modern mathematics
 8.4.2: Modern mathematics for the public at large
 8.4.3: The mathematician "in der Unterhose auf der Strasse" ("in his underpants on the street")
 8.4.4: Fairy tales and dead ends
 8.4.5: Modern mathematics as the solution?
 8.5: Modernization of mathematics education in the Netherlands
 8.5.1: Initiatives inside and outside of the Netherlands
 8.5.2: Freudenthal: from WW to 'Cooperate with a view to adjust'
 8.5.3: The Commissie Modernisering Leerplan Wiskunde
 8.5.4: A professional development programme for teachers
 8.5.5: A new curriculum
 8.6: Geometry education
 8.6.1: Freudenthal and geometry education
 8.6.2: Freudenthal on the initial geometry education: try it and see
 8.6.3: Axiomatizing instead of axiomatics
 but not in geometry
 8.6.4: Modern geometry in the education according to Freudenthal
 8.7: Logic
 8.7.1: Exact logic
 8.7.2: The application of modern logic in education
 8.8: Freudenthal and New Math: conclusion
 8.8.1: A lonely opponent of New Math?
 8.8.2: Cooperate in order to adjust
 8.8.3: Knowledge as a weapon in the struggle for a better mathematics education
 8.8.4: Freudenthal about the aim of mathematics education
 Chapter 9: Here's how Freudenthal saw it
 9.1: Introduction: changes in the scene of action
 9.2: Educational Studies in Mathematics
 9.2.1: Not exactly bursting with enthusiasm: the launch
 9.2.2: Freudenthal as guardian of the level
 9.3: The Institute for the Development of Mathematics Education
 9.3.1: From CMLW to IOWO
 9.3.2: Freudenthal and the IOWO
 9.4: Exploring the world from the paving bricks to the moon
 9.4.1: Observations as a father in 'Rekendidactiek'
 9.4.2: Observing as a grandfather: walking with the grandchildren
 9.4.3: Granddad Hans: a critical comment
 9.4.4: Walking on the railway track: the mathematics of a threeyear old
 9.4.5: Observing and the IOWO
 9.5: Observations as a source
 9.5.1: Professor or senile grandfather?
 9.5.2: The paradigm: the ultimate example
 9.5.3: Here is how Freudenthal saw it: concept of number and didactical phenomenology
 9.5.4: The right to sound mathematics for all
 9.6: Enfant terrible
 9.6.1: Weeding
 9.6.2: Drumming on empty barrels
 9.6.3: Freudenthal on Piaget: admiration and merciless criticism
 9.7: The task for the future
 Chapter 10: Epilogue
 We have come full circle
 Isbn
 9789401793339
 Label
 All positive action starts with criticism : Hans Freudenthal and the didactics of mathematics
 Title
 All positive action starts with criticism
 Title remainder
 Hans Freudenthal and the didactics of mathematics
 Statement of responsibility
 Sacha la Bastidevan Gemert
 Language

 eng
 dut
 eng
 Summary
 This study provides a historical analysis of Freudenthal's didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?. Hans Freudenthal (19051990), professor in mathematics, scientist, literator, but above all mathematicseducator, was inextricably linked to the changes which took place
 Cataloging source
 N$T
 http://library.link/vocab/creatorName
 Bastidevan Gemert, Sacha la
 Dewey number
 510.71
 Illustrations
 illustrations
 Index
 index present
 LC call number
 QA8.7
 Literary form
 non fiction
 Nature of contents

 dictionaries
 bibliography
 http://library.link/vocab/relatedWorkOrContributorName

 Vincken, Marianne
 Third, William
 http://library.link/vocab/subjectName

 Freudenthal, Hans
 Freudenthal, Hans
 Mathematics
 MATHEMATICS
 MATHEMATICS
 MATHEMATICS
 Mathematics
 Education
 Mathematics Education
 Label
 All positive action starts with criticism : Hans Freudenthal and the didactics of mathematics, Sacha la Bastidevan Gemert
 Note
 "Translated by Marianne Vincken and William Third."
 Antecedent source
 unknown
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code
 cr
 Carrier MARC source
 rdacarrier
 Color
 multicolored
 Content category
 text
 Content type code
 txt
 Content type MARC source
 rdacontent
 Contents
 Acknowledgements  Chapter 1: Introduction  "A way to master this world"  Chapter 2: Mathematics education in secondary schools and didactics of mathematics in the period between the two World Wars  2.1: Secondary Education in the period between the two world wars  2.1.1: The origination of the school types in secondary education  2.1.2: Some school types  2.1.3: The competition between HBS and Gymnasium  2.2: Discussions on the mathematics education at the VHMO  2.2.1: The initial geometry education and the foundation of journal Euclides  2.2.2: The Beth committee and the introduction of differential and integral calculus  2.2.3: The controversy about mechanics  2.2.4: Educating the mathematics teacher  2.2.5: New insights and the Wiskunde Werkgroep (Mathematics Working Group)  Chapter 3: Hans Freudenthal  a sketch  3.1: Hans Freudenthal  an impression  3.2: Luckenwalde  3.3: Berlin  3.4: Amsterdam  3.5: Utrecht  Chapter 4: Didactics of arithmetic  4.1: Dating of 'Rekendidactiek'  4.2: Cause and intention  4.3: Teaching of arithmetic in primary schools  4.4: Freudenthal's 'Rekendidactiek' : the content  4.4.1: Preface  4.4.2: Auxiliary sciences  4.4.3: Aim and use of teaching of arithmetic  4.5: 'Rekendidactiek' ('Didactics of arithmetic'): every positive action starts with criticism  Chapter 5: A new start  5.1: Educating  5.1.1: Educating at home  5.1.2: 'Our task as presentday educators'  5.1.3: 'Education for thinking'  5.1.4: 'Educating' in De Groene Amsterdammer  5.1.5: 'The cooperative task of the educator in forming a person'  5.1.6: Education: a summary  5.2: Higher Education  5.2.1: Studium Generale  5.2.2: The teachers training  5.2.3: Student wage  5.2.4: Higher education: a ramshackle parthenon or a house in order?  5.3: The Wiskunde Werkgroep (the Mathematics Study Group)  5.3.1: Activities of the Wiskunde Werkgroep  5.3.2: 'The algebraic and analytical view on the number concept in elementary mathematics'  5.3.3: 'Mathematics for nonmathematical studies'  5.3.4: Freudenthal's mathematical working group  Chapter 6: From critical outsider to true authority  6.1: Mathematics education and the education of the intellectual capacity  6.2: A body under the floor boards: the mechanics education  6.3: Preparations for a new curriculum  6.4: Probability theory and statistics: a text book.6.5: Paedagogums, paeda magicians and scientists: the teacher training  6.6: Freudenthal internationally  Chapter 7: Freudenthal and the Van Hieles' level theory. A learning process.7.1: Introduction: a special PhD project  7.2: Freudenthal as supervisor  7.3: 'Problems of insight' : Van Hiele's level theory  7.4: Freudenthal and the theory of the Van Hieles: from 'level theory' to 'guided reinvention'  7.5: Analysis of a learning process: reflection on reflection  7.6: To conclude  Chapter 8: Method versus content. New Math and the modernization of mathematics education  8.1: Introduction: time for modernization  8.2: New Math  8.2.1: The gap between modern mathematics and mathematics education  8.2.2: Modernization of the mathematics education in the United States  8.3: Royaumont: a bridge club with unforeseen consequences  8.3.1: Freudenthal in 'the group of experts'  8.3.2: Royaumont without Freudenthal: the launch of New Math  8.4: Freudenthal on modern mathematics and its meaning for mathematics education  8.4.1: The nature of modern mathematics  8.4.2: Modern mathematics for the public at large  8.4.3: The mathematician "in der Unterhose auf der Strasse" ("in his underpants on the street")  8.4.4: Fairy tales and dead ends  8.4.5: Modern mathematics as the solution?  8.5: Modernization of mathematics education in the Netherlands  8.5.1: Initiatives inside and outside of the Netherlands  8.5.2: Freudenthal: from WW to 'Cooperate with a view to adjust'  8.5.3: The Commissie Modernisering Leerplan Wiskunde  8.5.4: A professional development programme for teachers  8.5.5: A new curriculum  8.6: Geometry education  8.6.1: Freudenthal and geometry education  8.6.2: Freudenthal on the initial geometry education: try it and see  8.6.3: Axiomatizing instead of axiomatics  but not in geometry  8.6.4: Modern geometry in the education according to Freudenthal  8.7: Logic  8.7.1: Exact logic  8.7.2: The application of modern logic in education  8.8: Freudenthal and New Math: conclusion  8.8.1: A lonely opponent of New Math?  8.8.2: Cooperate in order to adjust  8.8.3: Knowledge as a weapon in the struggle for a better mathematics education  8.8.4: Freudenthal about the aim of mathematics education  Chapter 9: Here's how Freudenthal saw it  9.1: Introduction: changes in the scene of action  9.2: Educational Studies in Mathematics  9.2.1: Not exactly bursting with enthusiasm: the launch  9.2.2: Freudenthal as guardian of the level  9.3: The Institute for the Development of Mathematics Education  9.3.1: From CMLW to IOWO  9.3.2: Freudenthal and the IOWO  9.4: Exploring the world from the paving bricks to the moon  9.4.1: Observations as a father in 'Rekendidactiek'  9.4.2: Observing as a grandfather: walking with the grandchildren  9.4.3: Granddad Hans: a critical comment  9.4.4: Walking on the railway track: the mathematics of a threeyear old  9.4.5: Observing and the IOWO  9.5: Observations as a source  9.5.1: Professor or senile grandfather?  9.5.2: The paradigm: the ultimate example  9.5.3: Here is how Freudenthal saw it: concept of number and didactical phenomenology  9.5.4: The right to sound mathematics for all  9.6: Enfant terrible  9.6.1: Weeding  9.6.2: Drumming on empty barrels  9.6.3: Freudenthal on Piaget: admiration and merciless criticism  9.7: The task for the future  Chapter 10: Epilogue  We have come full circle
 Dimensions
 unknown
 Extent

 1 online resource (xv, 386 pages)
 1 online resource
 File format
 unknown
 Form of item
 online
 Isbn
 9789401793339
 Level of compression
 unknown
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code
 c
 Note
 SpringerLink
 Other control number
 10.1007/9789401793346
 Other physical details
 illustrations
 Quality assurance targets
 not applicable
 Reformatting quality
 unknown
 Sound
 unknown sound
 Specific material designation
 remote
 System control number

 (OCoLC)900539797
 (OCoLC)ocn900539797
 Label
 All positive action starts with criticism : Hans Freudenthal and the didactics of mathematics, Sacha la Bastidevan Gemert
 Note
 "Translated by Marianne Vincken and William Third."
 Antecedent source
 unknown
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code
 cr
 Carrier MARC source
 rdacarrier
 Color
 multicolored
 Content category
 text
 Content type code
 txt
 Content type MARC source
 rdacontent
 Contents
 Acknowledgements  Chapter 1: Introduction  "A way to master this world"  Chapter 2: Mathematics education in secondary schools and didactics of mathematics in the period between the two World Wars  2.1: Secondary Education in the period between the two world wars  2.1.1: The origination of the school types in secondary education  2.1.2: Some school types  2.1.3: The competition between HBS and Gymnasium  2.2: Discussions on the mathematics education at the VHMO  2.2.1: The initial geometry education and the foundation of journal Euclides  2.2.2: The Beth committee and the introduction of differential and integral calculus  2.2.3: The controversy about mechanics  2.2.4: Educating the mathematics teacher  2.2.5: New insights and the Wiskunde Werkgroep (Mathematics Working Group)  Chapter 3: Hans Freudenthal  a sketch  3.1: Hans Freudenthal  an impression  3.2: Luckenwalde  3.3: Berlin  3.4: Amsterdam  3.5: Utrecht  Chapter 4: Didactics of arithmetic  4.1: Dating of 'Rekendidactiek'  4.2: Cause and intention  4.3: Teaching of arithmetic in primary schools  4.4: Freudenthal's 'Rekendidactiek' : the content  4.4.1: Preface  4.4.2: Auxiliary sciences  4.4.3: Aim and use of teaching of arithmetic  4.5: 'Rekendidactiek' ('Didactics of arithmetic'): every positive action starts with criticism  Chapter 5: A new start  5.1: Educating  5.1.1: Educating at home  5.1.2: 'Our task as presentday educators'  5.1.3: 'Education for thinking'  5.1.4: 'Educating' in De Groene Amsterdammer  5.1.5: 'The cooperative task of the educator in forming a person'  5.1.6: Education: a summary  5.2: Higher Education  5.2.1: Studium Generale  5.2.2: The teachers training  5.2.3: Student wage  5.2.4: Higher education: a ramshackle parthenon or a house in order?  5.3: The Wiskunde Werkgroep (the Mathematics Study Group)  5.3.1: Activities of the Wiskunde Werkgroep  5.3.2: 'The algebraic and analytical view on the number concept in elementary mathematics'  5.3.3: 'Mathematics for nonmathematical studies'  5.3.4: Freudenthal's mathematical working group  Chapter 6: From critical outsider to true authority  6.1: Mathematics education and the education of the intellectual capacity  6.2: A body under the floor boards: the mechanics education  6.3: Preparations for a new curriculum  6.4: Probability theory and statistics: a text book.6.5: Paedagogums, paeda magicians and scientists: the teacher training  6.6: Freudenthal internationally  Chapter 7: Freudenthal and the Van Hieles' level theory. A learning process.7.1: Introduction: a special PhD project  7.2: Freudenthal as supervisor  7.3: 'Problems of insight' : Van Hiele's level theory  7.4: Freudenthal and the theory of the Van Hieles: from 'level theory' to 'guided reinvention'  7.5: Analysis of a learning process: reflection on reflection  7.6: To conclude  Chapter 8: Method versus content. New Math and the modernization of mathematics education  8.1: Introduction: time for modernization  8.2: New Math  8.2.1: The gap between modern mathematics and mathematics education  8.2.2: Modernization of the mathematics education in the United States  8.3: Royaumont: a bridge club with unforeseen consequences  8.3.1: Freudenthal in 'the group of experts'  8.3.2: Royaumont without Freudenthal: the launch of New Math  8.4: Freudenthal on modern mathematics and its meaning for mathematics education  8.4.1: The nature of modern mathematics  8.4.2: Modern mathematics for the public at large  8.4.3: The mathematician "in der Unterhose auf der Strasse" ("in his underpants on the street")  8.4.4: Fairy tales and dead ends  8.4.5: Modern mathematics as the solution?  8.5: Modernization of mathematics education in the Netherlands  8.5.1: Initiatives inside and outside of the Netherlands  8.5.2: Freudenthal: from WW to 'Cooperate with a view to adjust'  8.5.3: The Commissie Modernisering Leerplan Wiskunde  8.5.4: A professional development programme for teachers  8.5.5: A new curriculum  8.6: Geometry education  8.6.1: Freudenthal and geometry education  8.6.2: Freudenthal on the initial geometry education: try it and see  8.6.3: Axiomatizing instead of axiomatics  but not in geometry  8.6.4: Modern geometry in the education according to Freudenthal  8.7: Logic  8.7.1: Exact logic  8.7.2: The application of modern logic in education  8.8: Freudenthal and New Math: conclusion  8.8.1: A lonely opponent of New Math?  8.8.2: Cooperate in order to adjust  8.8.3: Knowledge as a weapon in the struggle for a better mathematics education  8.8.4: Freudenthal about the aim of mathematics education  Chapter 9: Here's how Freudenthal saw it  9.1: Introduction: changes in the scene of action  9.2: Educational Studies in Mathematics  9.2.1: Not exactly bursting with enthusiasm: the launch  9.2.2: Freudenthal as guardian of the level  9.3: The Institute for the Development of Mathematics Education  9.3.1: From CMLW to IOWO  9.3.2: Freudenthal and the IOWO  9.4: Exploring the world from the paving bricks to the moon  9.4.1: Observations as a father in 'Rekendidactiek'  9.4.2: Observing as a grandfather: walking with the grandchildren  9.4.3: Granddad Hans: a critical comment  9.4.4: Walking on the railway track: the mathematics of a threeyear old  9.4.5: Observing and the IOWO  9.5: Observations as a source  9.5.1: Professor or senile grandfather?  9.5.2: The paradigm: the ultimate example  9.5.3: Here is how Freudenthal saw it: concept of number and didactical phenomenology  9.5.4: The right to sound mathematics for all  9.6: Enfant terrible  9.6.1: Weeding  9.6.2: Drumming on empty barrels  9.6.3: Freudenthal on Piaget: admiration and merciless criticism  9.7: The task for the future  Chapter 10: Epilogue  We have come full circle
 Dimensions
 unknown
 Extent

 1 online resource (xv, 386 pages)
 1 online resource
 File format
 unknown
 Form of item
 online
 Isbn
 9789401793339
 Level of compression
 unknown
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code
 c
 Note
 SpringerLink
 Other control number
 10.1007/9789401793346
 Other physical details
 illustrations
 Quality assurance targets
 not applicable
 Reformatting quality
 unknown
 Sound
 unknown sound
 Specific material designation
 remote
 System control number

 (OCoLC)900539797
 (OCoLC)ocn900539797
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