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Wiskobas and Freudenthal realistic mathematics education

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Abstract

Freudenthal was the founder of so-called realistic mathematics education. In it reality does not only serve as application area but also as the source for learning. We take a newspaper article as an example of a rich context problem. It contains elements from all of the important areas of learning for mathematics education in primary school (grades 1 through 6). In the following these topics of learning are discussed. Historical comments will be indicated each time, in particular relating to the influence of Freudenthal. Freudenthal laid the foundation for this didactical realism and determined the development of various learning strands, but more indirectly than directly because he himself did not design or outline themes and learning strands. Attention is devoted briefly to the integral educational development of Wiskobas and Freudenthal's contribution to it, especially in terms of developmental research. The summary, in conclusion, is given by way of a problem that was posed by Freudenthal — his last one.

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Authors and Affiliations

  1. Freudenthal Institute, Utrecht University, The Netherlands

    A. Treffers

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  1. A. Treffers
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I would like to thank Aad Goddijn, Fred Goffree, Rob de Jong, Edu Wijdeveld and other colleagues for their useful comments on the first draft of this article.

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Treffers, A. Wiskobas and Freudenthal realistic mathematics education. Educ Stud Math 25, 89–108 (1993). https://doi.org/10.1007/BF01274104

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