Realistic mathematics education : eliciting alternative mathematical conceptions of learners

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.