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Technology-mediated realistic mathematics education and the bridge21 model: A teaching experiment

Abstract : Many recent curriculum reforms aim to address shortfalls with regard to student engagement with mathematics by harnessing the affordances of technology, social constructivist pedagogies, contextual scenarios, and/ or approaches aligned with Realistic Mathematics Education (RME). However, these may not sit well within a conventional classroom setting; a 21 st Century (21C) learning model may be more appropriate. This paper describes a teaching experiment in Ireland, supporting an ongoing curriculum reform; it used technology-mediated activities consonant with social constructivism, RME, and 21C learning. The study involved twenty students (aged 15–17) over a two-day period. Results suggest that the approach has the potential to increase student engagement with and confidence in mathematics.
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Submitted on : Wednesday, March 16, 2016 - 3:34:23 PM
Last modification on : Friday, June 14, 2019 - 1:19:46 AM
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Aibhín Bray, Elizabeth Oldham, Brendan Tangney. Technology-mediated realistic mathematics education and the bridge21 model: A teaching experiment. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2487-2493. ⟨hal-01289351⟩

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