id: 02332988
dt: j
an: 2000d.02534
au: Gravemeijer, Koeno; Doorman, Michiel
ti: Context problems in realistic mathematics education: a calculus course as
an example.
so: Educ. Stud. Math. 39, No. 1-3, 111-129 (1999).
py: 1999
pu: Springer Netherlands, Dordrecht
la: EN
cc: D44
ut:
ci:
li: doi:10.1023/A:1003749919816
ab: This article discusses the role of context problems, as they are used in
the Dutch approach that is known as realistic mathematics education
(RME). In RME, context problems are intended for supporting a
reinvention process that enables students to come to grips with formal
mathematics. This approach is primarily described from an
instructional-design perspective. The instructional designer tries to
construe a route by which the conventional mathematics can be
reinvented. Such a reinvention route will be paved with context
problems that offer the students opportunities for progressive
mathematizing. Context problems are defined as problems of which the
problem situation is experientially real to the student. An RME design
for a calculus course is taken as an example, to illustrate that the
theory based on the design heuristic using context problems and
modeling, which was developed for primary school mathematics, also fits
an advanced topic such as calculus. Special attention is given to the
RME heuristic that refer to the role models can play in a shift from a
model of situated activity to a model for mathematical reasoning. In
light of this model-of/model-for shift, it is argued that discrete
functions and their graphs play a key role as an intermediary between
the context problems that have to be solved and the formal calculus
that is developed. (Abstract)
rv: