Realistic Mathematics Education

Over the past 30 years, researchers at the Freudenthal Institute in The Netherlands have developed a mathematics curriculum and a theory of pedagogy known as Realistic Maths Education (RME). This curriculum uses "imaginable" contexts to help pupils to develop mathematically, with a strong...

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Bibliographic Details
Published inMathematics Teaching no. 203; pp. 34 - 38
Main Authors Hough, Sue, Gough, Steve
Format Journal Article Trade Publication Article
LanguageEnglish
Published Derby Association of Teachers of Mathematics 01.07.2007
The Association of Teachers of Mathematics
Subjects
Charitable foundations
Cognitive Processes
Context Effect
Economic models
England (Manchester)
Foreign Countries
Learning
Learning Processes
Learning Strategies
Manchester
Mathematical problems
Mathematics Curriculum
Mathematics Education
Netherlands
R&D
Research & development
Students
Studies
Teaching
Teaching Methods
Wisconsin
United Kingdom (Manchester)
Netherlands
Wisconsin
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Summary:Over the past 30 years, researchers at the Freudenthal Institute in The Netherlands have developed a mathematics curriculum and a theory of pedagogy known as Realistic Maths Education (RME). This curriculum uses "imaginable" contexts to help pupils to develop mathematically, with a strong emphasis on pupils "making sense" of the subject. In this article, the authors describe the trialling of the RME approach with key stage 3 pupils in 12 Manchester schools and illustrate some of the key features of RME: (1) the use of informal strategies; (2) informal to formal progression; (3) pupils making sense of the maths; (4) the use of models; and (5) process-led rather than content-led objectives. (Contains 10 figures and 1 note.)
ISSN:0025-5785