Back to CRME Home PageCollaborative Group for Research in Mathematics Education
Project leader: Julie-Ann Edwards
Team:
This project is part-funded by a grant from the Gatsby Charitable Foundation.
Over the past 30 years, researchers at the Freudenthal Institute in The
Netherlands (a WUN partner institution with
the University of Southampton) have been developing a mathematics curriculum,
and a theory of pedagogy, known as
Realistic Mathematics Education (RME). The
approach is to use realisable contexts to help pupils to develop mathematically.
In 1991, The University of Wisconsin (another WUN partner institution of the
University of Southampton) began collaborating with the Freudenthal Institute to
develop a middle school
curriculum based on RME. This curriculum is known as
Mathematics in Context
(MiC) and, in January 2006, Fi-US
relocated to the University of Colorado at Boulder, USA.
In 2004, the Gatsby Charitable Foundation provided funding for a three-year
project, headed by the Centre for Mathematics Education at Manchester
Metropolitan University (MMU), aimed at exploring the implementation of MiC in UK
schools. During 2006-7 the University of Southampton project is collaborating with MMU, and a
number of other UK Universities, in researching the effectiveness of MiC in the
UK setting.
Publications (in date order)
to come
Conference Presentations
to come
Related CRME Projects
Motivating
gifted mathematicians in the mainstream secondary classroom
This project is funded by a grant from the UK National Academy for Gifted and
Talented Youth (NAGTY)
The
Role of Representation in Solving Addition Problems
This project was supported by ESRC research award R00429934454
Selected bibliography
Burrill, G. and Romberg, T. A. (1998), Statistics and probability for the middle grades: examples from mathematics in context. In S. P. Lajoie (ed.), Reflections on Statistics: Agendas for Learning, Teaching, and Assessment. Mahwah, NJ: Lawrence Erlbaum.
Gravemeijer, K. P. E. (1994), Developing Realistic Mathematics Education. Utrecht: CD-ß Press / Freudenthal Institute.
Gravemeijer, K. & Doorman, M. (1999), Context problems in realistic mathematics education: a calculus course as an example, Educational Studies in Mathematics, 39, 111-129.
Holt, Rinehart and Winston (2005), A Longitudinal Study of the Instructional Effectiveness of "Mathematics In Context". Orlando, FL: Holt, Rinehart and Winston Publishers.
Meyer, M. R. & Ludwig, M. A. (1999), Teaching mathematics with MiC: An opportunity for change, Mathematics Teaching in the Middle School, 4(4), 264.
Romberg, T. A. (1997), Mathematics in context: impact on teachers. In E. Fennema & B. S. Nelson (Eds.), Mathematics Teachers in Transition. Mahwah, NJ: Lawrence Erlbaum. (pp. 357-380).
Romberg, A. & de Lange J. (1998), Mathematics in Context: Teacher Resource and Implementation Guide. Britannica Mathematics system, USA.
Streefland, L. (1991), Fractions in Realistic Mathematics Education: a paradigm of developmental research. Dordrecht: Kluwer Academic Publishers.
Streefland (ed.) (1991), Realistic Mathematics Education in Primary School. Utrecht: CD-b Press / Freudenthal Institute, Utrecht University.
Treffers, A. (1991), Realistic mathematics education in The Netherlands 1980-1990. In L. Streefland (ed.), Realistic Mathematics Education in Primary School. Utrecht: CD-b Press / Freudenthal Institute, Utrecht University.
van den Heuvel-Panhuizen, M. (1996), Assessment and realistic mathematics education. Utrecht: CD-b Press / Freudenthal Institute, Utrecht University.
van den Heuvel-Panhuizen, M. (2001). Realistic mathematics education in the Netherlands. In J. Anghileri (ed.), Principles and Practices in Arithmetic Teaching. Buckingham: Open Univerity Press.
van den Heuvel-Panhuizen, M. (2003), The didactical use of models in Realistic Mathematics Education: an example from a longitudinal trajectory on percentage, Educational Studies in Mathematics, 54, 9-35.
Webb, D. C. & Meyer, M. R. (under consideration). Realistic mathematics education: the foundation for Mathematics in Context. To appear in C. Hirsch (Ed.), Curriculum Design Principles in K-12 Mathematics.
Wubbels, T., Korthagen, F. & Broekman, H. (1997), Preparing teachers for realistic mathematics education, Educational Studies in Mathematics, 32, 1-28.
Page updated 24 November 2006
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