PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Implications of Realistic Mathematics Education for Analyzing Student Learning
Page: 2-372
The primary goal of this work is to articulate a theoretical foundation based on Realistic Mathematics Education (RME) that can support the analysis of student learning, both individual and collective, by documenting changes in local activity. To do so, I will build on previous work on the analytic implications of the Emergent Perspective, specifically Rasmussen and Stephan’s (2008) analytic approach to documenting the establishment of classroom mathematical practices. The Emergent Perspective is broadly consistent with RME, but the existing analytic methods related to the Emergent Perspective fail to draw on the theoretical constructs provided by RME. For instance, current analytic methods fail to draw on the RME Emergent Models heuristic to inform the analysis of the development of mathematical practices related to models of/for student mathematical activity. Here I will be explicitly considering the roles that RME constructs could play in analytic processes consistent with the Emergent Perspective.