PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Two Metaphors For Realistic Mathematics Education Design Heuristics: Implications For Documenting Student Learning
Page: 121
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. I first describe two RME design heuristics, guided reinvention and emergent models, and explicate each of these heuristics in terms of related theoretical constructs. I then consider how the RME design heuristics could inform how one conceptualizes of and documents student learning (where learning is viewed in terms of the creation of a new mathematical reality). To do so, I draw on two metaphors for learning and, by considering the design heuristics in light of these two perspectives, I propose two ways to conceive of “new mathematical reality” and discuss what could be considered as evidence for student learning.