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Using realistic contexts in mathematics

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  • Using realistic contexts in mathematics
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  • 42: Division and multiplication
  • 41: Rich data sets
  • 40: Fraction equivalence
  • 39: Teaching and learning similarity
  • 38: Teaching and learning of percentage
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28 March 2019

Showing horizontal and vertical mathematising in an infographic

What are the issues surrounding the use of realistic contexts in the mathematics classroom?

  • The Dutch approach of Realistic Mathematics Education (RME) suggests that in order for students to grasp mathematics it must be connected to their life experiences
  • Cross-cultural evidence suggests positive effects of RME on both learners and teachers, including: greater interest in and valuing of maths; development of mathematical competence; improved informal strategies and problem solving skills; enhanced performance in number; increased class discussion and meaning-making; and using context as a tool to motivate students
  • Appropriate professional development opportunities should be available to teachers in order to increase awareness of and support for RME strategies
  • There is a need to investigate whether RME-type problems are aligned with certain types of assessment, such as GCSE maths
  • Evidence suggests RME is best used as a long-term approach rather than a series of one-off lessons or activities
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