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: 715
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. To do so, I will first frame the guided reinvention and emergent models design heuristics separately in terms of both increasingly general student activity and in terms of concept development. Then, I will consider how the RME design heuristics could inform how one conceptualizes student learning. To do so, I will draw on two metaphors for learning and, by drawing on these two perspectives, propose ways in which the RME design heuristics can inform the analysis of student learning.