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In my dual role as a PhD student and educator, I am delving into the Excellent Maths programme (‘Foutloos Rekenen’), for the Dutch context an innovative approach to mathematics education. My research is about the impact of this programme on pupils’ proficiency, their emotional journey, conceptual change among teachers and changes in teaching methods in primary schools. Together with my supervisors and other researchers, I am excited to make important contributions to the transformation and improvement of Dutch mathematics education.
Opening the monoculture of maths education in the Netherlands
As an external PhD student at Vrije Universiteit Amsterdam and an educator at the Netherlands Mathematical Institute (NMI), my unique position allows me to investigate mathematics education in the Netherlands from two intertwined perspectives. My passion is channelled into research that aims to delve deeper into the effects and conditions of 'Foutloos Rekenen', an innovative mathematics education programme that is part of my work at NMI. This programme stands out due to its focus on accelerated learning, a procedural and a mastery approach. A completely different approach to maths education, which is distinct from the current realistic maths education that characterises the monoculture in Dutch education.
Mastering Maths: searching for multi-study insights
A crucial question that drives this part of my study is whether there's a substantial difference when students achieve 75% proficiency versus full mastery (100%) of mathematical proficiency. Moreover, my research also seeks to capture the emotional journey of pupils through a Experience Sampling Method. It provides valuable insights into students' experiences with the programme and how their perceptions about mathematics evolve over time. My study also extends to evaluating the programme's impact at the primary school level, particularly focusing on the improvement in pupils' mathematical proficiency and potential shifts in the teachers' approach to mathematics instruction. From the perspective of the teachers, I aim to understand their experiences with the 'Foutloos Rekenen' programme and how it may lead to any conceptual change in their pedagogy and views of mathematics education.
Improving mathematics education through collaboration
I am excited to apply my knowledge and experience to understand and improve mathematics education, whereby I firmly believe that my PhD research and collaboration with my supervisors, Martijn Meeter and Ilja Cornelisz, along with other researchers, will contribute to shaping the future of enhanced mathematics education in the Netherlands.
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Peter Langerak
Peter Langerak is an external PhD student at VU University Amsterdam. In his research, he focuses on the effects and conditions of Error-free Calculating Foutloos Rekenen ('Error-free Calculating') in private education and schools. As a trainer at the Netherlands Mathematical Institute, he is responsible for the cooperation programs with schools. He guides math teachers, teachers, math coordinators, IB'ers and school leaders in using the Foutloos Rekenen method. He is also a draft author for the further development of the Foutloos Rekenen method so that it becomes a fully-fledged calculation method for primary schools.
