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- W2968403739 abstract "Abstract The history of Realistic Mathematics Education (RME) in the United States has positioned teachers at the centre of innovation from its early years to present day. From the first proof-of-concept study at a high school in Milwaukee to localised professional development opportunities, the application and spread of RME is best characterised as a teacher-centred approach to principled reconsideration of how students learn mathematics. Such reconsideration of beliefs and conceptions is often motivated when teachers re-experience mathematics through the lens of progressive formalisation and related didactic approaches. Through a series of cases that articulate teacher interpretation and application of RME in U.S. classrooms, we highlight how teacher participation has led to greater exploration of student-centred practices. These efforts, while inspired and supported by professional development and curricula, have been inspired and sustained by teachers who provide colleagues a proof-of-concept in local contexts." @default.
- W2968403739 created "2019-08-22" @default.
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- W2968403739 date "2019-08-14" @default.
- W2968403739 modified "2023-10-02" @default.
- W2968403739 title "From Tinkering to Practice—The Role of Teachers in the Application of Realistic Mathematics Education Principles in the United States" @default.
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- W2968403739 doi "https://doi.org/10.1007/978-3-030-20223-1_2" @default.
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