Chapter 9 From the Bottom Up—Reinventing Realistic Mathematics Education in Southern Argentina Betina Zolkower, Ana María Bressan, Silvia Pérez and María Fernanda Gallego Abstract This chapter focuses on the Grupo Patagónico de Didáctica de la Matemática (GPDM), a collective of about twenty teachers and teacher educators in Southern Argentina who, united by a shared interest in making mathematics meaningful, relevant, and accessible to all students, have been learning about, adapting, implementing, and contributing to Realistic Mathematics Education (RME). The chapter is organised as follows. First, we outline the state of mathematics education reforminArgentinainthe1990s.Next,wedescribehowtheGPDMwasformed,how participants learned about and implemented RME in their classrooms, and how the group’s sphere of influence in Grades K–12 and in pre-service and in-service mathematics teacher education expanded from the local to the regional, the national, and the international level. Weclosewithareflectiononwhatwehavelearnedthroughout this creative appropriation process. Throughout the chapter, a selection of annotated vignettes on the work of GPDM teachers and their students illustrate the manner in which the legacy of Hans Freudenthal materialised and continues to materialise in Argentinean classrooms.

See (2020) International Reflections on the Netherlands Didactics of Mathematics. Visions on and Experiences with Realistic Mathematics Education.

Antonio studied at IME-USP, and mathematics education in Barcelona. Connections with MEC (PCN, TV Escola, PNAIC)

Realistic Mathematics Education through lectures, courses, articles, books, and a TV series called “Matemática em Toda Parte” (“Mathematics Everywhere”)

“Matemática do Cotidiano” (“Mathematics of Everyday Life”) for primary education (ages 6 to 10).