\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016e.00378}
\itemau{Milinkovi\'c, Jasmina}
\itemti{Realistic mathematics education from theory to practice. (Pouk matematike v realisti\v{c}nem kontekstu: iz teorije v prakso.)}
\itemso{Mat. \v{S}oli 22, No. 1-2, 57-65 (2016).}
\itemab
Summary: This paper addresses realistic mathematics education (RME). The idea of RME was conceptualized in Netherlands and was determined by Freudenthal's view about mathematics. It proposes that mathematics must be connected to reality and be relevant for learners. The focal point of mathematics education should be on activity, on the process of mathematization in an educational context. This paper discusses theoretical basis as well as practical issues in implementing RME. In the first part we explain the main principles of RME: 1) progressive schematization, 2) multiple models, 3) genuine realistic contexts, 4) integration of various learning strands. In the second part we discuss issues related to implementation of RME in the classroom. Preparing pre-service and in-service teachers for RME education is a critical point in attempt to implement it. We pay attention to teaching methods in RME classroom, teachers' curriculum planning, textbooks and assessment. The provided analysis, explanations and examples may inspire teachers to reconsider their practice.
\itemrv{~}
\itemab
Summary: Prispevek obravnava pouk matematike v realisti\v{c}nem kontekstu (RME). Ideja o pouku matematike v realisti\v{c}nem kontekstu je bila oblikovana na Nizozemskem na podlagi Freudenthalovega pogleda na matematiko. Meni, da moramo matematiko povezati z resni\v{c}nim \v{z}ivljenjem in jo u\v{c}encem pribli\v{z}ati. Pouk matematike bi se moral osredoto\v{c}iti na aktivnost, na postopek matematizacije v izobra\v{z}evalnem kontekstu. Prispevek obravnava teoreti\v{c}no podlago in prakti\v{c}na vpra\v{s}anja izvajanja pouka matematike v realisti\v{c}nem kontekstu. V prvem delu pojasni glavna na\v{c}ela pouka matematike v realisti\v{c}nem kontekstu: 1) progresivna shematizacija, 2) \v{s}tevilni modeli, 3) avtenti\v{c}ni realisti\v{c}ni konteksti, 4) integracija razli\v{c}nih u\v{c}nih sklopov. V drugem delu obravnava vpra\v{s}anja, povezana z izvajanjem pouka matematike v realisti\v{c}nem kontekstu v razredu. Priprava bodo\v{c}ih in delujo\v{c}ih u\v{c}iteljev na pouk matematike v realisti\v{c}nem kontekstu je klju\v{c}nega pomena za za\v{c}etek izvajanja le-tega. Pozornost smo namenili metodam pou\v{c}evanja v RME razredu, na\v{c}rtovanju u\v{c}nega na\v{c}rta s strani u\v{c}iteljev, u\v{c}benikom in preverjanju znanja. Analize, razlage in primeri, podani v prispevku, bodo morda spodbudili u\v{c}itelje, da razmislijo o svoji praksi pou\v{c}evanja.
\itemrv{~}
\itemcc{D40 D30}
\itemut{realistic mathematics education; mathematization; realistic context; integrative teaching}
\itemli{}
\end