{"title":"History of mathematics education for girls in the Netherlands","authors":"Jenneke H.J. Krüger","doi":"10.1016/j.jmathb.2025.101238","DOIUrl":null,"url":null,"abstract":"<div><div>In 1863 the Dutch government introduced subsidized secondary schools, meant for boys, with an emphasis on sciences and mathematics. The question of the need and suitability of mathematics for girls was much debated. Co-education was seen as undesirable, nevertheless, a minority of girls received permission to enroll at the boys' schools. Secondary schools for girls became popular, mostly with a curriculum that emphasized languages and no national examinations. Some girls' schools offered the same curriculum as those of the boys, with the same diploma. After standardization of co-education in 1968, girls came to be perceived as a problem, for not choosing mathematics and sciences. Female mathematics teachers pointed out that probably, the girls were not the problem, but the mathematics curriculum and the way it was taught. This point of view was one of many factors increasing the participation of girls in mathematics.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"78 ","pages":"Article 101238"},"PeriodicalIF":1.0000,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematical Behavior","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0732312325000021","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In 1863 the Dutch government introduced subsidized secondary schools, meant for boys, with an emphasis on sciences and mathematics. The question of the need and suitability of mathematics for girls was much debated. Co-education was seen as undesirable, nevertheless, a minority of girls received permission to enroll at the boys' schools. Secondary schools for girls became popular, mostly with a curriculum that emphasized languages and no national examinations. Some girls' schools offered the same curriculum as those of the boys, with the same diploma. After standardization of co-education in 1968, girls came to be perceived as a problem, for not choosing mathematics and sciences. Female mathematics teachers pointed out that probably, the girls were not the problem, but the mathematics curriculum and the way it was taught. This point of view was one of many factors increasing the participation of girls in mathematics.
期刊介绍：
The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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