Clesimaisteas.: REALISTIC MATHEMATICS EDUCATION

All structures that exist mathematically also exist physically. Tegmarks Max (en.wikipedia.org) I would like to relate the statement above in the explanation and description of Realistic Mathematics Education. Realistic comes from the word real, of which according to the Dictionary.com ?is based on what is real or practical?. Thus, in my opinion, Realistic Mathematics Education is realistically mathematizing daily problems for solutions solely for the benefit of each individual?s daily lives. After numerous readings and internet search, RME originated from the Netherlands by Hans Freudenthal a Dutch mathematician, who proposed that since students? cannot be viewed as passive receivers of ready-made mathematics, mathematics education should then be directed to the use of a variety of situations and opportunities to enable students to reinvent mathematics (Hadi, 2002). In this he infers that Mathematics should be a human activity (Hadi, 2002). Specifically, the maths problem begins with a daily real world issue, which is then deduced, structured and simplified into a real model incorporating concepts, relations, conditions and assumptions for the final formal mathematical model. Realistic Mathematics Education Model. I would like to use various models to specifically explain and describe Realistic Mathematical Education. According to the diagram above taken from powermathematics.blogspot.com there are 4 levels in the process of RME which is similar to Blum & Niss (1989), 4 steps of applied problem solving. 1. Mathematical world orientation or a real problem situation. 2. Model material or a real model of the original situation 3. Building stones, number relations or mathematising 4. Formal mathematics or a mathematical model. The first step mathematical world orientation or a real world problem situation refers to daily lives problems, for instance, in my case, how can I travel to Fiji, using the shortest and cheapest flight route? That is an illustration of a real world problem, that individual mostly travellers are faced with often. The second step is to? create a real model of the situation from cognition unto paper through simplification, structuralism and deductivism. In this example, I will then have to identify the various flight routes to Fiji, their costs and the duration of each flight.There are quite a number flights from?Yorgyakarta?to Fiji, for the sake of this short paper, I will use two, which is flying from Bali (Denpasar) or from Jakarta. If I have to depart from Bali, then I can transit through Sydney, Melbourne or Brisbane. However, these 3 transit cities have different costs as well as duration of flight. But, if I have to depart from Jakarta, then I will have to transit through Hong Kong. The third step, which corresponds with Building Stones, number relations or mathematizing is the tagging of prices (numbers) on each of the routes in relation to their flight duration.? Then, the computation of the ready made mathematical model for evaluation, in solving the problem of the shortest and cheapest flight route to Fiji which depicts the final step of the process of RME. Returning to the sentence, given above, RME as a thought can be a bridge from the abstract world to the formal world of mathematics. ?Eventually, the models give the students access to more formal mathematical knowledge. In order to fulfil the bridging function between the informal and the formal level, models have to shift from a?model of?to a?model for (Streefland, 1985). Apparently the shift from the model of the real world to a model for mathematics, has ?often been a challenge to most student?s likewise to mathematics educators. However, according to the Contemporary school of thought of Mathematics Realism such Platonism, Empiricism and Mathematical monism, have provided various thoughts that can be encouraging and stimulating into actually, devising ways of contributing into the simplification of Realistic Mathematics Education. Significantly, as stated by Tegmarks, ?all structures that exist mathematically also exist physically?. That is, in the sense that "in those [worlds] complex enough to contain self-aware substructures [they] will subjectively perceive themselves as existing in a physically 'real' world". In which in relation to Realistic Mathematics Education, modifying the former to become ?all structures that exist physical, also exist mathematically? this corresponds to his mathematics universe hypothesis (MUH) which is: Our External Physical Reality is a Mathematical Structure. Thus, in my opinion, realistically, real life problems already do exist mathematically, in which, there exist a solution which needs to be discovered by Man.

En.Wikipedia.org

powermathematics.blogspot.com

Source: http://maiseanareki.blogspot.com/2013/01/realistic-mathematics-education.html

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