Michiel Doorman appointed Professor of Mathematics Education

Utrecht University has appointed Michiel Doorman as Professor of Mathematics Education. His mission is to explore what mathematics education should look like in a rapidly changing world. The question of what makes mathematics education relevant for all students is more relevant than ever, says Doorman. “We need to keep asking ourselves which mathematics we teach, why we teach it, and for whom.”

Mathematics is everywhere, shaping data, algorithms, climate models, and our daily lives. Yet many students struggle to connect with the subject. How can we teach mathematics so that every student not only gets it, but also gets why it’s important?

This is one of the key questions Michiel Doorman researches as a mathematician. At Utrecht University’s Freudenthal Institute, he works with colleagues, teachers, and students to make mathematics more engaging, relevant, and accessible to all.

What kind of mathematics should be taught?

The question of what makes mathematics education relevant for all students is more relevant than ever, says Doorman “Our society runs on data and algorithms,” he explains. “Students need more than calculation skills. They must learn to interpret information, create models, and think critically about how to solve problems mathematically.”

From calculating to understanding

Artificial intelligence is changing how we live, work, and learn. Computers now do much of the number-crunching for us, but Doorman sees that as an opportunity rather than a loss. It’s a chance to make mathematics more engaging and relevant. To seize it, he says, education must constantly keep pace with new technologies.

It’s not just about being able to calculate something, but also understanding real-world contexts

“You no longer need to extract square roots by hand,” he says. “That invites a deeper question: what should we be teaching instead? My vision is that students will increasingly learn to interpret data, to model problems. Students will also learn to think more about what you’re actually doing when building a model. It’s not just about being able to calculate something, but also understand what those models actually mean in real-world contexts.” 

Still, he stresses, basic skills remain vital. “You need both knowledge and fluency to reason and play with mathematics. The challenge is finding the right balance between practice and meaning.”

Beyond the ‘teabag model’

“Doorman follows in the footsteps of the renowned educator Hans Freudenthal (1905–1990), after whom the Freudenthal Institute is named. Freudenthal asked a timeless question: which mathematics is relevant, and for whom? 

To answer that question, Doorman warns against what he calls the ‘teabag model’ of education. In this model, teaching is firstly designed for mathematics students, as they are the mathematicians of the future. Then, the same curriculum is simply ‘watered down’ for all other students, who may rely less on mathematics in their later careers. “We should instead consider what different groups of students need in their own contexts,” he argues.

Mathematics and equal opportunities

Equity in education is another central concern for Doorman. “In the Netherlands, children receive school placement advice at a very young age, and math scores often determine that decision. So a low score can limit a child’s future options,” he explains. “I would prefer to postpone this selection process, so that students learn together for longer. That requires thoughtful, inclusive mathematics teaching.”

Showing the global foundations of mathematics helps students from all backgrounds feel that mathematics belongs to them too

Doorman also advocates highlighting mathematics’ diverse cultural roots. “Mathematics didn’t start and end with Pythagoras and Euclid,” he notes. “Foundations are also found in Iran, China, South America, and beyond. Showing this helps students from all backgrounds feel that mathematics belongs to them, too.”

Tackling the shortage of math teachers

Doorman is also addressing the shortage of qualified mathematics teachers. He notes a high dropout rate among early-career teachers, who often leave education after a few years. One approach is to improve education for mathematics students, who often choose a teaching career after graduating. “This requires more focus on supporting both students and teachers. We should enable them to shape mathematics education too,” says Doorman.

He sees promise in collaborative projects where university students and school teachers work side by side. “This way, students get a realistic picture of teaching, and teachers feel recognized and inspired.”

Bringing research into the classroom

Even in his new role as professor, Doorman intends to remain closely connected to classroom practice. He is active in the Dutch Association of Mathematics Teachers (NVvW) and contributes to national discussions on curriculum development.

I hope that in the coming years they will notice that topics such as climate, diversity and digitalisation appear more often in their teaching materials

“Teachers will not see change overnight,” he says. “But I hope that in the coming years they will notice that topics such as climate, diversity and digitalisation appear more often in their teaching materials. Mathematics is not only about numbers and formulas, it is also about understanding the world around us.”