The authors use realistic contexts to engage upper primary students in substantive mathematical thinking. One way of providing middle-school students with the opportunity to engage in realistic activities is to ensure that mathematical concepts and ideas can be taught and expressed in contexts closer to students' own experiences. Realistic contexts are best fostered when learning experiences include genuine resources (or artifacts) that provide opportunities for middle-school students to engage in mathematical ideas that are personal and meaningful (Clancy & Lowrie, 2002). These resources tend to have a strong spatial dimension in our highly visual world, for example, weather maps.
|Number of pages||6|
|Journal||Australian Primary Mathematics Classroom|
|Publication status||Published - 2007|