Realistic mathematics education : eliciting alternative mathematical conceptions of learners

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dc.contributor.author Barnes, Hayley E.
dc.date.accessioned 2008-04-03T13:06:53Z
dc.date.available 2008-04-03T13:06:53Z
dc.date.issued 2004
dc.description.abstract 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. en
dc.format.extent 309633 bytes
dc.format.mimetype application/pdf
dc.identifier.citation Barnes, HE 2004, 'Realistic mathematics education: eliciting alternative mathematical conceptions of learners', African Journal of Research in Mathematics, Science and Technology Education, vol. 8, no. 1, pp. 53-64, [http://www.journals.co.za/ej/ejour_saarmste.html] en
dc.identifier.issn 1028-8457
dc.identifier.uri http://hdl.handle.net/2263/4841
dc.language.iso en en
dc.publisher Southern African Association for Research in Mathematics, Science and Technology Education en
dc.rights Southern African Association for Research in Mathematics, Science and Technology Education en
dc.subject Realistic mathematics education en
dc.subject Mathematics intervention en
dc.subject Grade 8 en
dc.subject Secondary schools en
dc.subject Mathematical concepts en
dc.subject South Africa en
dc.subject Remedial mathematics en
dc.title Realistic mathematics education : eliciting alternative mathematical conceptions of learners en
dc.type Article en


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