Realistic Mathematics Education (RME) can not be separated with Freudenthal Institute. The institute was established in 1971 under the University of Utrecht, the Netherlands. The name of the institute is after Professor Hans Freudenthal (1905 – 1990), a Germany/Dutch author, educator and mathematician.
Since 1971, Freudenthal Institute has been developing a theoretical approach toward mathematics teaching and learning called RME (Realistic Mathematics Education). RME combines the ideas of what is mathematics, how students learn mathematics, and how mathematics should be taught. Freudenthal believed that students should not be considered as passive receivers of ready-made mathematics. According to Freudenthal education might be arranged in favor to students to use every single situation and opportunity to reinvent mathematics themselves. Many problems could be developed from various contexts which are considered meaningful as learning resources. Mathematical concepts are developed by mathematization process that is starting from context-link solution students gradually develop tools for mathematical understanding to formal level. Models which are emerged in students’ mathematical activities might prompt interactivities that lead to a higher level of mathematical thinking.
RME, a promising theory
RME is a promising theory in mathematics teaching and learning. Many literatures mention that RME is potential to improve students understanding of mathematics (Streefland, 1991; Gravemeijer, 1994, 1997). The Netherlands is a pioneer in RME. Thanks to research and development conducted by Freudenthal Institute. Later on, in the United States of America (USA), several schools use RME curriculum materials developed by University of Wisconsin in collaboration with Freudenthal Institute through MiC (Mathematics in Context) project. The Netherlands’s experiences in implementing RME in schools have been used as starting point for curriculum development in the USA (Clarke, 1993; Clarke, Clarke, & Sullivan, 1996; de Lange,
1994). MiC Projects resulted in curriculum materials for grades 5 to 9. After several schools in several districts use the materials, research showed that students’ achievement in national examination highly improved (Romberg & de Lange, 1998). Also, in the Netherlands there has been a positive result which can be used as indicator of successful implementation of RME in schools. In international comparative studies like TIMSS the Netherlands students gained high position (Mullis, et al., 2000).
Freudenthal Institute and University of Western Cape in South Africa worked together in a project called Remesa (Realistic Mathematics Education in South Africa). Project’s goal was developing and researching the impact of innovative mathematics learning materials with the premise reality is the basis of and the domain of application of mathematics. Learning materials developed by Remesa were expected to be used as learning resources by mathematics teachers, book writers and others in developing mathematics instruction program relevance to South Africa context. Beside USA and South Africa, RME theory seems to be in line with mathematics curriculum development in other countries such as Portugal and British (de Lange, 1996).
One of the reasons why RME accepted in many countries is its own concept. According to Freudenthal mathematics should be seen as human activity and linked to reality. In the concept of RME students should be given opportunity to reinvent mathematics under guidance of adults (Gravemeijer, 1994). The reinvention of mathematical ideas and concepts might be started from exploration various problems and ‘real world’ situation (de Lange, 1995).
Moreover, in RME the learning process plays important role. Learning route as a result of students own process of thinking should be mapped out (Gravemeijer, 1997). In this process teacher should develop interactive teaching and learning process, namely give students opportunity to actively involve in their own process of learning.
In RME, real world is utilized as starting point in developing mathematical ideas and concepts. Real world is the world outside mathematics, such as subject matter other than mathematics, or our daily life and environment (Blum & Niss, 1989). De Lange (1996) defined real world as a concrete real world which is transferred to students through mathematical application. That is the way we see mathematics learning process on students, that occurs in real situation. The process of developing mathematical ideas and concepts which start from real world is called conceptual mathematization (de Lange, 1996). A schematic model for this learning process is illustrated as cyclic process, and the process is more important than the product (Figure 1). We assume that knowledge is a transformation process which is continuously created and recreated, not a free entity to be mastered or communicated. Real world is always adjusted (de Lange, 1996).
Since 1971, Freudenthal Institute has been developing a theoretical approach toward mathematics teaching and learning called RME (Realistic Mathematics Education). RME combines the ideas of what is mathematics, how students learn mathematics, and how mathematics should be taught. Freudenthal believed that students should not be considered as passive receivers of ready-made mathematics. According to Freudenthal education might be arranged in favor to students to use every single situation and opportunity to reinvent mathematics themselves. Many problems could be developed from various contexts which are considered meaningful as learning resources. Mathematical concepts are developed by mathematization process that is starting from context-link solution students gradually develop tools for mathematical understanding to formal level. Models which are emerged in students’ mathematical activities might prompt interactivities that lead to a higher level of mathematical thinking.
RME, a promising theory
RME is a promising theory in mathematics teaching and learning. Many literatures mention that RME is potential to improve students understanding of mathematics (Streefland, 1991; Gravemeijer, 1994, 1997). The Netherlands is a pioneer in RME. Thanks to research and development conducted by Freudenthal Institute. Later on, in the United States of America (USA), several schools use RME curriculum materials developed by University of Wisconsin in collaboration with Freudenthal Institute through MiC (Mathematics in Context) project. The Netherlands’s experiences in implementing RME in schools have been used as starting point for curriculum development in the USA (Clarke, 1993; Clarke, Clarke, & Sullivan, 1996; de Lange,
1994). MiC Projects resulted in curriculum materials for grades 5 to 9. After several schools in several districts use the materials, research showed that students’ achievement in national examination highly improved (Romberg & de Lange, 1998). Also, in the Netherlands there has been a positive result which can be used as indicator of successful implementation of RME in schools. In international comparative studies like TIMSS the Netherlands students gained high position (Mullis, et al., 2000).
Freudenthal Institute and University of Western Cape in South Africa worked together in a project called Remesa (Realistic Mathematics Education in South Africa). Project’s goal was developing and researching the impact of innovative mathematics learning materials with the premise reality is the basis of and the domain of application of mathematics. Learning materials developed by Remesa were expected to be used as learning resources by mathematics teachers, book writers and others in developing mathematics instruction program relevance to South Africa context. Beside USA and South Africa, RME theory seems to be in line with mathematics curriculum development in other countries such as Portugal and British (de Lange, 1996).
One of the reasons why RME accepted in many countries is its own concept. According to Freudenthal mathematics should be seen as human activity and linked to reality. In the concept of RME students should be given opportunity to reinvent mathematics under guidance of adults (Gravemeijer, 1994). The reinvention of mathematical ideas and concepts might be started from exploration various problems and ‘real world’ situation (de Lange, 1995).
Moreover, in RME the learning process plays important role. Learning route as a result of students own process of thinking should be mapped out (Gravemeijer, 1997). In this process teacher should develop interactive teaching and learning process, namely give students opportunity to actively involve in their own process of learning.
In RME, real world is utilized as starting point in developing mathematical ideas and concepts. Real world is the world outside mathematics, such as subject matter other than mathematics, or our daily life and environment (Blum & Niss, 1989). De Lange (1996) defined real world as a concrete real world which is transferred to students through mathematical application. That is the way we see mathematics learning process on students, that occurs in real situation. The process of developing mathematical ideas and concepts which start from real world is called conceptual mathematization (de Lange, 1996). A schematic model for this learning process is illustrated as cyclic process, and the process is more important than the product (Figure 1). We assume that knowledge is a transformation process which is continuously created and recreated, not a free entity to be mastered or communicated. Real world is always adjusted (de Lange, 1996).
I am a math teacher.
ReplyDeleteThis article adds to my knowledge of mathematics learning approach.
Means, RME designed specifically for learning math?
Thanks for the knowledge.
Your blog will be one of my reference to add my knowledge.
Many literatures mention that RME is potential to improve students understanding of mathematics.I think it could be applied in other subjects, and will change in the name, such as RPE for physics. essentially the learning process can be applied to other subjects, I think that the name does not matter. Thanks
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