Context counts

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

Carly Sawatzki

Research output: A Conference proceeding or a Chapter in BookConference contribution

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: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)
EditorsM Marshman, V Geiger, A Bennison
PublisherMathematics Education Research Group of Australasia Incorporated
Pages555-562
Number of pages8
ISBN (Print)9781920846282
Publication statusPublished - 2015
EventMathematics Education in the Margins: Annual conference of the Mathematics Education Research Group of Australasia, MERGA 2015 - Sunshine Coast, Sunshine Coast, Australia
Duration: 13 Jul 201518 Jul 2015
https://merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2015_MERGA_CP.aspx

Conference

ConferenceMathematics Education in the Margins
Abbreviated titleMERGA 2015
CountryAustralia
CitySunshine Coast
Period13/07/1518/07/15
Internet address

Fingerprint

movies
primary school
money
student
mathematics
food
teacher
costs

Cite this

Sawatzki, C. (2015). Context counts: The potential of realistic problems to expose and extend social and mathematical understandings. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (pp. 555-562). Mathematics Education Research Group of Australasia Incorporated.
Sawatzki, Carly. / Context counts : The potential of realistic problems to expose and extend social and mathematical understandings. Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). editor / M Marshman ; V Geiger ; A Bennison. Mathematics Education Research Group of Australasia Incorporated, 2015. pp. 555-562
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Sawatzki, C 2015, Context counts: The potential of realistic problems to expose and extend social and mathematical understandings. in M Marshman, V Geiger & A Bennison (eds), Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Mathematics Education Research Group of Australasia Incorporated, pp. 555-562, Mathematics Education in the Margins, Sunshine Coast, Australia, 13/07/15.

Context counts : The potential of realistic problems to expose and extend social and mathematical understandings. / Sawatzki, Carly.

Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). ed. / M Marshman; V Geiger; A Bennison. Mathematics Education Research Group of Australasia Incorporated, 2015. p. 555-562.

Research output: A Conference proceeding or a Chapter in BookConference contribution

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Sawatzki C. Context counts: The potential of realistic problems to expose and extend social and mathematical understandings. In Marshman M, Geiger V, Bennison A, editors, Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Mathematics Education Research Group of Australasia Incorporated. 2015. p. 555-562