RME requires that teachers start with problem contexts which students can imagine and relate to. Students are encouraged to develop informal models of situations and visualise how mathematical processes work.
The goal is that they develop a variety of strategies for problem-solving – a crucial ability in the new-style GCSE.
The trial has been funded by the Education Endowment Foundation and the RME approach was originally developed in The Netherlands, where is it used in 80 per cent of schools.
Yvette Solomon, professor of education at Manchester Metropolitan University and project-lead, said: “We often focus too much on algorithmic approaches, teaching students to memorise rules without understanding. Students with good memories might pass exams, but many can’t use their maths in novel situations.”
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