Targeted math in differently organized education

There are schools that organize their education differently in order to tailor it (even) better to the learning needs of children. The curriculum year class system is often also broken. In this form of education, children are given more space to develop in their own way
pace and learn in their own way.

This raises a number of questions: how do these schools reconcile goal-oriented work with a strongly child-oriented approach? What does this mean for the teacher? Is there scientific evidence to show whether such an innovative approach to math also leads to good performance?

This publication aims to provide answers to these questions.