Technology-Mediated Realistic Mathematics Education and the Bridge21 Model: A teaching experiment
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2015Access:
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Aibhín Bray, Elizabeth Oldham and Brendan Tangney, Technology-Mediated Realistic Mathematics Education and the Bridge21 Model: A teaching experiment, Proceedings of the 9th Congress of European Research in Mathematics Education, Prague, Czech Republic, 4-8 February 2015, Konrad Krainer and Naďa Vondrov?, Charles University in Prague, Faculty of Education and ERME, 2015, 2487 - 2494Download Item:
CERME9.TWG16.11.papers.BrayTangneyOldham.pdf (PDF) 464.6Kb
Abstract:
Many recent curriculum reforms aim to address shortfalls with regard to student engagement with mathematics by harnessing the affordances of technology, social
constructivist pedagogies, contextual scenarios, and/
or approaches aligned with Realistic Mathematics
Education (RME). However, these may not sit well within
a conventional classroom setting; a 21st Century (21C)
learning model may be more appropriate. This paper
describes a teaching experiment in Ireland, supporting
an ongoing curriculum reform; it used technology-mediated activities consonant with social constructivism,
RME, and 21C learning. The study involved twenty students (aged 15–17) over a two-day period. Results suggest
that the approach has the potential to increase student
engagement with and confidence in mathematics
Author's Homepage:
http://people.tcd.ie/dtangneyhttp://people.tcd.ie/eoldham
Other Titles:
Proceedings of the 9th Congress of European Research in Mathematics EducationPublisher:
Charles University in Prague, Faculty of Education and ERMEType of material:
Conference PaperCollections:
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Full text availableKeywords:
RME, Contextualised learning, Twenty-first century learning, Technology-mediated, Post-primary educationSubject (TCD):
Mathematics EducationLicences: