On this page we list a variety of books and articles which will be of interest to teachers, researchers and student teachers.

 

RME theory, design and ‘classics’

Freudenthal, H. (1973) Mathematics as an Educational Task. Reidel Publishing, Dordrecht

Gravemeijer, K. & Stephan, M. (2002) Emergent models as an instructional design heuristic, in K. Gravemeijer, R Lehrer, B. Van Oers & L. Verschaffel (eds) Symbolizing, Modeling and Tool Use in Mathematics Education Dordrecht: Springer.

Gravemeijer, K., McClain, K., & Stephan, M. (1998). Supporting students’ construction of increasingly sophisticated ways of reasoning through problem solving. In: A. Olivier & K. Newstead. Proceedings of the 22nd conference of the International Group for the Psychology of Mathematics Education, Volume 1, 194 -209.

Gravemeijer, K. (2020) Emergent modelling: an RME Design Heuristic Elaborated in a Series of Examples Educational Designer, 13th July

Streefland, L. (1985). Wiskunde als activiteit en de realiteit als bron [Mathematics as an activity and reality as a source]. Nieuwe Wiskrant, 5(1), 60-67.

Streefland, L. (1991). Fractions in Realistic Mathematics Education. Kluwer Academic Publishers.

Treffers, A. (1987) Three Dimensions. A Model of Goal and Theory Description in Mathematics Instruction – The Wiskobas Project. D. Reidel Publishing, Dordrecht

Van den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: an example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54 (1), 9-35.

Van den Heuvel-Panhuizen, M. (ed) (2008) Children Learn Mathematics. A learning-teaching trajectory with intermediate attainment targets for calculation with whole numbers in primary school. Sense Publishers, Rotterdam/Tapei

Van den HeuvelPanhuizen, M. (2002). Realistic Mathematics education as work in progress. In. F. L. Lin (Ed) Common Sense in Mathematics Education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education, Taipei, Taiwan, November, pp. 1 – 42.

Van den Heuvel-Panhuizen, M. (ed.) (2020) National Reflections on the Netherlands Didactics of Mathematics: Teaching and Learning in the Context of Realistic Mathematics Education.  Springer, Cham

Van den Heuvel-Panhuizen, M. (ed.) (2020) International Reflections on the Netherlands Didactics of Mathematics: Visions on and Experiences with Realistic Mathematics Education. Springer, Cham

Van den Heuvel-Panhuizen, M. & Buys, K. (eds) (2008) Young Children Learn Measurement and Geometry. Sense Publishers, Rotterdam/Taipei

Van den Heuvel-Panhuizen M. & Drijvers, P. (2020) Realistic Mathematics Education. In: Lerman S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. [This is a log-in only article, but an extensive reference list is available with links to articles on Google Scholar]

Van Reeuwijk, M. (2001). From Informal to Formal, Progressive Formalization: An Example on Solving Systems of Equations. Utrecht, Freudenthal Institute.

Guided reinvention and classroom cultures – RME and teachers

Cobb, P., Qing Zhao, Q. & Visnovska, J. (2008).  Learning from and adapting the theory of Realistic Mathematics Education, Éducation et didactique, 2(1)

Solomon, Y., Hough, S., & Gough, S. (2021) The role of appropriation in guided reinvention: establishing and preserving devolved authority with low-attaining students, Educational Studies in Mathematics 106, pp. 171–188.

Stephan, M., Underwood-Gregg, D. & Yackel, E. (2014) Guided reinvention: what is it and how do teachers learn this teaching approach?, in Y. Li, E. A. Silver & S. Li (eds) Transforming Mathematics Instruction (pp 37-57). Dordrecht: Springer.

Yackel, E. & Cobb, P. (1996) Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27 (4). 458-477.

Applications and textbooks

Beishuizen, M. (1999) The empty number line as a new model, In Thompson, I. (Ed) Issues in Teaching Numeracy in Primary Schools. Suffolk. Open University Press. pp. 174-187

Dickinson, P., Eade, F., Gough, S. Hough, S. & Dudzik, S. (2012) Making Sense of Maths Textbook Series. London: Hodder Education – these are out of print but still available on Amazon etc

Fosnot, C.T., & Dolk, M. (2001). Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction. Portsmouth: Heinemann.

Fosnot, C.T., & Dolk, M. (2001). Young Mathematicians at Work: Constructing Multiplication and Division. Portsmouth: Heinemann.

Fosnot, C.T., & Dolk, M. (2002). Young Mathematicians at Work: Constructing Fractions, Decimals, and Percents. Portsmouth: Heinemann.

Frykhom, J. (2013) Learning to Think Mathematically with the Ratio Table.  The Math Learning Centre, Oregon

Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.

Mathematics in Context Series. Encyclopaedia Britannica

Mathematics in Context Study Working Papers and Technical Reports

Work by the Manchester Met RME team

Dickinson, P. & Eade, F. (2004) Using the number line to investigate the solving of linear equations.  For the Learning of Mathematics 24 (2) pp 41- 47

Dickinson, P. & Eade, F. (2005) Trialling realistic mathematics education (RME) in English secondary schools, in Hewitt, D. (Ed) Proceedings of the British Society for Research into Learning Mathematics 25(3), pp 1-14.

Dickinson, P., Eade, F., Gough, S., & Hough, S. (2010) Using Realistic Mathematics Education with low to middle attaining pupils in secondary schools, in Joubert, M. and Andrews, P. (Eds.) Proceedings of the 7th British Congress for Mathematics Education, pp 73-80.

Dickinson, P., Eade, F., Gough, S., Hough, S., & Solomon, Y. (2019) Implementing RME in England and the Cayman Islands – dealing with clashing educational ideologies, in Marja Van den Heuvel-Panhuizen (ed) International reflections on the Netherlands Didactics of Mathematics, Springer.

Dickinson, P., Gough, S., & Hough, S. (2014) Using context and models at Higher Level GCSE: adapting Realistic Mathematics Education (RME) for the UK curriculum, in Pope, S. (Ed.) Proceedings of the 8th British Congress for Mathematics Education, pp 105-112.

Dickinson, P., Hough, S., Searle, J., & Barmby, P. (2011). Evaluating the impact of a Realistic Mathematics Education project in secondary schools, in  C. Smith (Ed.) Proceedings of the British Society for Research into Learning Mathematics (BSRLM), 31(3), 47–52.

Hough, S., Solomon, Y., Dickinson, P., & Gough, S. (2017) Investigating the Impact of a Realistic Mathematics Education approach on achievements and attitudes in Post 16 GCSE classrooms. The Nuffield Foundation

Hough, S., Solomon, Y, &  Gough, S. (2019) Connecting the everyday with the formal: the role of bar models in developing low attainers’ mathematical understanding, in Van den Heuvel-Panhuizen (ed) CERME 11 – Eleventh Congress of the European Society for Research in Mathematics Education, Feb 2019, Utrecht, Netherlands, 4523-4530.

Kathotia, V., O’Brien, K. & Solomon, Y. (2021) Just mathematics? Fostering empowering and inclusive mathematics classrooms with Realistic Mathematics Education,  Mathematics Education and Society Conference 11.

Solomon, Y., Hough, S., & Gough, S. (2021) The role of appropriation in guided reinvention: establishing and preserving devolved authority with low-attaining students, Educational Studies in Mathematics 106, pp. 171–188.