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.
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 ...
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 ...
Verwey, Johanna Cornelia (Hanlie)(University of Pretoria, 2011-05-19)
This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment ...