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Frank Eade
Realistic Mathematics Education
Frank Eade and his colleagues at Manchester Metropolitan University are developing secondary mathematics materials based on the experience of mathematics educators in the Netherlands who have found that using realistic contexts both to introduce a topic and to develop mathematical concepts has been highly successful in raising standards of achievement there.
The approach is to start with informal knowledge and everyday pictures before rushing to formal or empty symbols. Carefully chosen, high quality pictures of piles of fruit, crates of bottles, candles and stacks of supermarket trolleys all promote debate about mathematics at levels from entry to GCSE.
An initial problem such as “Which is bigger 2/3 or ¾?” encourages both discussion and use of visual representation to solve it. Working with carefully selected and high quality pictures of patterns of tiles helps learners to think deeply about area and distinguish it from perimeter. This emphasis on dealing with misconceptions and use of concrete ideas is likely to be of particular use with students re-sitting GCSE maths who have found previous more abstract approaches unsuccessful.
Further information can be obtained from F.Eade@mmu.ac.uk