This article recounts the process embarked on and reasons for selecting the theory of Realistic Mathematics Education (RME) as the theoretical framework in a study carried out with low attaining learners. In the study an intervention for low attaining grade 8 mathematics learners was implemented in an attempt to improve the understanding of the participants with regard to place value, fractions and
decimals, and to identify characteristics of this type of intervention and potential design principles that could be applied in similar interventions. In this article, the theoretical framework for the intervention is discussed and theoretical (rather than empirical) reasons for selecting the theory of Realistic Mathematics Education (RME) for use with low attainers are put forward. From a literature review that looked at the teaching and learning of mathematics to learners who fall into the category of performing below the required standard, five common aspects emerged. Once these aspects had been identified, a theory in mathematics education was sought that encompassed these five aspects. The theory of RME was subsequently selected as the theoretical framework to drive the design and implementation of the intervention and is being suggested as a possible way forward for working with low attaining learners.
Barnes, Hayley E.(Southern African Association for Research in Mathematics, Science and Technology Education, 2004)
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 ...
Ramollo, Jeanette Khabonina(University of Pretoria, 2015)
The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number of final year B.Ed. Foundation Phase student teachers construct ...
Jita, Loyiso C.; Vandeyar, Saloshna(Perspectives in Education, 2006-03)
Based on life history accounts of two elementary school teachers in South Africa, this article examines the construction of two teachers' mathematics identities. In the article we juxtapose these identities with the identity ...