Context counts: The potential of realistic problems to expose and extend social and mathematical understandings

Carly Sawatzki

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Abstract

This article reports the findings of research involving more than 30 teachers and their Year 5 and 6 students in 16 Victorian primary schools. The participants experienced an educational intervention where the Money and Financial Mathematics substrand of the Number and Algebra content strand was taught and learned through challenging worded mathematical problems involving realistic financial contexts. Data related to one such example, a task involving three friends sharing the cost of movie tickets and food, are discussed. Insights into the nature of student.
Original languageEnglish
Title of host publicationMathematics education in the margins
Subtitle of host publicationProceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA38)
EditorsMargaret Marshman, Vince Geiger, Anne Bennison
Place of PublicationBrisbane: Australia
PublisherMathematics Education Research Group of Australasia
Pages555 - 562
Number of pages8
ISBN (Print)9781920846282
Publication statusPublished - 2015
EventAnnual conference of the Mathematics Education Research Group of Australasia 2015 - Sunshine Coast, Australia
Duration: 28 Jun 20152 Jul 2015
Conference number: 38th
https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2015_MERGA_CP.aspx (Proceedings)

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2015
Abbreviated titleMERGA 2015
CountryAustralia
CitySunshine Coast
Period28/06/152/07/15
Internet address

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