# Guided Reinvention

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* Geleid_heruitvinden (dutch)

## General

Guided reinvention is based on Hans Freudenthal's concept of 'mathematics as a human activity'. He stated that students should not be considered as passive recipients of ready-made mathematics, but rather that education should guide the students towards using opportunities to reinvent mathematics by doing it themselves.

Study situations can represent many problems that the students experience as meaningful and these form the key resources for learning; the accompanying mathematics arises by the process of mathematization. Starting with context-linked solutions, the students gradually develop mathematical tools and understanding at a more formal level. Models that emerge from the students' activities, supported by classroom interaction, lead to higher levels of mathematical thinking.

## References

- Freudenthal, H. (1991). Revisiting Mathematics Education. China Lectures. Dordrecht: Kluwer Academic Publishers.
- Gravemeijer, K.P.E. (1994). Developing Realistic Mathematics Education, Freudenthal Institute. CD Beta Press.
- Gravemeijer, K.P.E., Lehrer, R., Van Oers, B. & Verschaffel, L. (Eds.). (2002). Symbolizing, modeling and tool use in mathematics education. Dordrecht: Kluwer Academic Publishers.
- Lange, J. de (1987). Mathematics, Insight and Meaning - Teaching, learning and testing of mathematics for the life and social sciences. Utrecht: Freudenthal Instituut.
- Learning Paradox
- Realistic Mathematics Education
- Streefland, L. (1991). Fractions in Realistic Mathematics Education. A Paradigm of Developmental Research. Dordrecht: Kluwer Academic Publishers.
- Treffers, A. (1987). Three dimensions: a model of goal and theory description in mathematics instruction - The Wiskobas project. Dordrecht: Kluwer Academic Publishers.

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