Sluiproutes door realistische leergangen – ongewenste verkortingen

Tijdschrift voor Didactiek van de Beta-wetenschappen, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1983-2014

Goffree, F. Vedder, J. Buys, K. Tijdschrift voor Didactiek van de Beta-wetenschappen 1988 – 6(1), 5-23 Download pdf

The authors state that students in mathematics, when introduced to negative numbers in accordance with the realistic teaching theory, tend to interpret these in a mechanistic manner. They attribute this to the nature of the topic, which allows certain short cuts to be taken and essential learning moments to be missed. After analyzing this problem the authors conclude that a different structure of the curriculum within the framework of the realistic approach might result in a solution. In this respect they refer to Sawyer’s ideas on the introduction of negative numbers.