Abstract
This paper traces the development of Dutch realistic primary mathematics education. This provides a context to examine the role of psychological theory in curriculum design and development. A small intervention which used some realistic ideas as a source and as a starting point with four-to five-year-olds is described and analysed. Some preliminary conclusions are drawn.
| Original language | English |
|---|---|
| Pages (from-to) | 70-85 |
| Journal | Educational and Child Psychology |
| Volume | 17 |
| Issue number | 3 |
| Publication status | Published - 2000 |
| Externally published | Yes |
Keywords
- Dutch education
- Primary mathematics
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