Realistic mathematics education (RME)

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Background

Since 1990, the field of mathematics has seen the introduction of “realistic mathematics”, which emphasises both understanding and practice. Understanding involves setting aside time for conceptualisation, without neglecting practice. Ideally, children discover the rules of arithmetic themselves, with guidance from the teacher (guided rediscovery).
Realistic mathematics education aims to enable pupils to solve (concrete) problems and situations using their own strategies and insights. This involves critical thinking, learning to rely on one’s own thinking skills and developing an enjoyment of mathematics. The starting point for this learning process is everyday contexts that children can relate to, in which they explore various topics in depth.

Treffers (1987) describes five characteristics of realistic mathematics education.

• Use of contexts
• Use of models
• Own productions of students
• Interactive character of the learning process
• The intertwining of subject areas

Van den Heuvel (2020) edited two books on RME:

International Reflections on the Netherlands Didactics of Mathematics. Visions on and Experiences with Realistic Mathematics Education

PDF

National reflections on the Netherlands Didactics of Mathematics. Teaching and Learning in the Context of Realistic Mathematics Education.

PDF

References

• Bakker, A. (2004). Design research in statistics education (PDF), Faculty of Sciences, Freudenthal Institute (pp. 317 pp.): CD-beta press.
• Freudenthal, H. (1983). Didactical phenomenology of mathematical structures (PDF). Dordrecht: Reidel.
• Gravemeijer, K. (2004). Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education (PDF) Mathematical Thinking and Learning, 6(2), 105–128 doi:10.1207/s15327833mtl0602_3.
• Gravemeijer, K. P. E. (1994). Developing realistic mathematics education (PDF), Faculty of Sciences, Freudenthal Institute (pp. 222 pp.). Utrecht: CDbeta press.
• Simon, M. A. and Tzur, R. (2004). Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory Mathematical thinking and learning, 6(2), 91–104.
• Treffers, A. (1987). Three dimensions. A model of goal and theory description in mathematics instruction – The Wiskobas project. Dordrecht: Kluwer Academic Publishers.
• Van den Heuvel-Panhuizen, M. (Ed.). (2020). International Reflections on the Netherlands Didactics of Mathematics. Visions on and Experiences with Realistic Mathematics Education (PDF). Cham: Springer Nature Switzerland AG
• Van den Heuvel-Panhuizen, M. (Ed.). (2020). National reflections on the Netherlands Didactics of Mathematics. Teaching and Learning in the Context of Realistic Mathematics Education (PDF). Cham: Springer Open.