Abstract
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.
Highlights
Low attainers Many terms or descriptions are used in the literature to refer to learners in this category
Compounding this is the fact that problem solving is often seen as an activity that is considered unsuitable for low attainers as, amongst other reasons, there are so many other skills to be practised that no time is left for such a luxury! Another reason cited for this is that the basic mathematical knowledge of low attainers is so weak that they will not be able to apply it to the solution of problems
Realistic Mathematics Education (RME) is discussed in relation to three other global trends in mathematics education in order to highlight some of the unique features, which make it the recommended theory for working with low attainers
Summary
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. 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 definition states that: Mathematics is a human activity that involves observing, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects themselves. Through this process, new mathematical ideas and insights are developed. If the experiences in the classroom are not resulting in the learner gaining in any of these categories above, there remains little justification for keeping learners in the mathematics classroom
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