Design of Teaching and Learning Trajectories to Guide the Mathematics Learning Process in Primary Education

BACK

This research line is based on the Realistic Mathematical Education (RME) model, which was developed in the Netherlands in 1970, and which defines the Dutch educational system in mathematics. The RME was defined by Freudenthal, who thought that mathematics should have a connection with daily life aspects and should be promoted as a human activity.

The main idea of RME is to present students a series of problematic situations, which are more connected to their reality and thus, it is easier for them to get involved in. RME proposes to define trajectories of teaching and learning which provide an idea of how to elaborate the learning process.

Teaching and Learning Fractions in Primary Education

More specifically, we are working in the design of a teaching and learning trajectory for fractions in primary education, which should serve as a guideline to work on this issue, both for the initial and permanent formation of teachers. The idea is to show examples of activities for each of the key moments in each learning level, and also of the leaps to be made in order to go forward on this trajectory. We also pretend to show examples of contexts and reasoning that should be applied along children in Primary Education.