ERIC Number: EJ1105585
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 23
Design Research in the Netherlands: Introducing Logarithms Using Realistic Mathematics Education
Webb, David C.; van der Kooij, Henk; Geist, Monica R.
Journal of Mathematics Education at Teachers College, v2 n1 p47-52 Spr-Sum 2011
This article describes Realistic Mathematics Education (RME), a design theory for mathematics education proposed by Hans Freudenthal and developed over 40 years of developmental research at the Freudenthal Institute for Science and Mathematics Education in the Netherlands. Activities from a unit to develop student understanding of logarithms are used to exemplify the RME design principle of progressive formalization. Starting from contexts that elicit students' informal reasoning, a series of representations and key questions were used to build connections between informal, pre-formal and formal representations of mathematics. Student and teacher comments from the pilot of this unit in a College Algebra course at a U.S. community college suggest this approach may benefit students who have been underserved by traditional approaches to mathematics instruction.
Descriptors: Instructional Design, Numbers, Mathematics Instruction, Foreign Countries, Pilot Projects, Mathematics Activities, Algebra, Community Colleges, Teaching Methods, Two Year College Students, Mathematics Achievement, College Mathematics, Abstract Reasoning, Thinking Skills, Units of Study, College Faculty, Mathematics Teachers, Student Attitudes, Teacher Attitudes
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands; United States