Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education

Autor/in	Stemn, Blidi S.
Titel	Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education
Quelle	In: Childhood Education, 93 (2017) 5, S.388-393 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2017.1367230
Schlagwörter	Foreign Countries; Mathematics Instruction; Teaching Methods; Mathematical Concepts; Mathematics Skills; Instructional Innovation; Grade 3; Visual Aids; Educational Practices; Educational Strategies; Liberia + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Educational Innovation; Bildungsinnovation; School year 03; 3. Schuljahr; Schuljahr 03; Anschauungsmaterial; Bildungspraxis; Lehrstrategie
Abstract	In some African cultures, the concept of division does not necessarily mean sharing money or an item equally. How an item is shared might depend on the ages of the individuals involved. This article describes the use of the Realistic Mathematics Education (RME) approach to teach division word problems involving money in a 3rd-grade class in Liberia. This pedagogical strategy uses contextual problems and students' everyday experiences as a foundation for teaching important mathematics concepts and skills. The students, the author found, who were used to the traditional methods of teaching, became active participants and creative in their thinking as they were exposed to the RME model. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01