Lessons from the early seventeenth century for mathematics curriculum design

Abstract

In the Netherlands as elsewhere there are differences of opinion on the content and implementation of mathematics curricula. The recent revision of the Dutch national exam programmes for mathematics at secondary level caused heated discussion on which topics to include and to what depth. Another question is whether and how history can provide inspiration and source material for those involved in the design and evaluation of mathematics curricula. Developments in mathematics education in the Dutch Republic between 1600 and 1650 appear to be a valuable reference case.

Acknowledgements

The research and this article would not have been possible without the encouragement and support of Professor Dr Jan van Maanen (FIsme, University of Utrecht). I also am grateful to Rebecca Hamer of Platform Bèta Techniek for financial support and to Professor Dr Jan van den Akker (Netherlands Institute for Curriculum Development) for support at the start and during the first year.

Notes

¹ For information on the role of mathematics in seventeenth-century schools see Kuiper 1958, Howson 1982, Boekholt 1991, and several examples of ‘school-ordres’ preserved in archives.

² This document and others concerning the Duytsche Mathematique are kept in the archives of the library of the University of Leiden; most of them are published in Molhuysen 1913 and later volumes.

³For more information on these manuscripts see Maanen 1987.

⁴ From about 1617 there was an increase in the number of registered students in mathematics, indicated by ‘Mat’ after their name (Siegenbeek 1941; Bierens de Haan 1878; Molhuysen 1913; Witkam 1967; Arch. Cur. 42). The professors were Snel and van Schooten. During 1627 and 1628, after the death of Will Snel, the number of students with ‘Mat’ after their name was even higher than in previous years.

⁵ Molhuysen 1918, III; the Curators took this decision on 8 May1981.