Lerarenopleidingen Science en Wiskunde/Rekenen

Ervaringen met contextgebonden onderwijs

Tijdschrift voor reken-wiskundeonderwijs, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1981-2013

De Nieuwe Wiskrant berichtte vooral over nieuwe ontwikkelingen op het gebied van wiskundeonderwijs in het voortgezet onderwijs, zoals de vernieuwde tweede fase, ict in het onderwijs, de nieuwe plannen voor vmbo, zelfstandig leren, toetsen en examens, de A-lympiade, de Nationale Wiskunde Dagen, e.d.

Lange, J. de

Nieuwe Wiskrant. Tijdschrift voor Nederlands Wiskundeonderwijs
1981 – 1(1), 40-42

Teaching mathematical concepts within a context has for years been proposed by the former IOWO. As a result a number of booklets for secondary education inspired by this idea have been developed, most of them for the 12-16 age bracket and a couple for 16-17 years old students. The present article mainly reports about the experiences of one school during the last three years where these IOWO-books were used rather extensively. The results seem to agree with those experienced by other schools. In the use of contexts the main attention is paid to introducing new mathematical concepts. As a result we may state that when developing math material within contexts points of attention may be: * the mathematical line has to be clear * one should offer a great many different contexts in order to give every student the opportunity to choose the most motivating one. * the older the students are, the less artificial the context has to be. * too much context can be experienced as a burden, especially by the better students. * in order to prevent students from getting too much attached to the context, there should be a wide range of contexts and/or a sufficient stock of context free exercise material.

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