### Abstract

In this chapter we analyse the two most frequently used Dutch mathematics textbooks for upper secondary schools in order to determine to what extent the tasks in these textbooks meet the criteria we have set for genuine mathematical modelling: does a modelling task have a modelling purpose, and do the students have to perform characteristic modelling activities? The criterion of having a modelling purpose stems from a modelling course in tertiary education by the last two authors. For the characteristic modelling activities we used the research of the first two authors. Only a very small percentage of the analysed tasks meets the criteria. So, there is hardly any genuine mathematical modelling in the two textbooks, although it is explicitly mentioned in the formal curriculum.

Original language | English |
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Title of host publication | Mathematical Modelling and Applications |

Subtitle of host publication | Crossing and Researching Boundaries in mathematics Education |

Editors | Gloria Ann Stillman, Werner Blum, Gabriele Kaiser |

Place of Publication | Cham |

Publisher | Springer International Publishing AG |

Pages | 503-514 |

Number of pages | 12 |

Edition | 1 |

ISBN (Electronic) | 978-3-319-62968-1 |

ISBN (Print) | 978-3-319-62967-4 |

DOIs | |

Publication status | Published - 2017 |

### Publication series

Series | International Perspectives on the Teaching and Learning of Mathematical Modelling |
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## Cite this

Zwaneveld, G., Perrenet, J., Van Overveld, K., & Borghuis, T. (2017). Mathematical Modelling in Dutch Textbooks Is it genuine mathematical modelling? In G. A. Stillman, W. Blum, & G. Kaiser (Eds.),

*Mathematical Modelling and Applications: Crossing and Researching Boundaries in mathematics Education*(1 ed., pp. 503-514). Springer International Publishing AG. International Perspectives on the Teaching and Learning of Mathematical Modelling https://doi.org/10.1007/978-3-319-62968-1_42