This paper focuses on a Grade 8 mathematics intervention that has been developed and
implemented in a local high school in South Africa. The theory of Realistic Mathematics
Education (RME) has been applied in the design of the intervention, which aims to assist low attaining learners in a remedial(1) programme that is run during school hours. Based on the premise that eliciting and addressing learners’ alternative conceptions in mathematics is beneficial in assisting them to improve their understanding, the paper seeks to explore the role that RME plays pertaining to this particular supposition. The paper presents and discusses examples of learners’ responses to contextual problems given to them during the course of the intervention.
The failure rate in mathematics at school is high, not only in South Africa, but also
internationally. Furthermore, learners with an apparently high general ability or
aptitude for mathematics sometimes underachieve in ...
Erasmus, Cathariena Petronella(University of Pretoria, 2012)
lnternasionaal, sowel as nasionaal bestaan daar besorgdheid oor leerders se ontoereikende prestasie in wiskunde. In postapartheid Suid-Afrika is ontoereikende prestasie in wiskunde 'n wesenlike probleem. Talle studies is ...
Maree, J.G. (Kobus); Olivier, E.C.; Swanepoel, A.C.(Suid Afrikaanse Akademie vir Wetenskap & Kuns, 2004)
South African learners’ insufficient achievement in mathematics is of concern to everyone involved in learning facilitation in mathematics. Interested parties constantly seek ways in which learners’ insight into and ...
