The 2009 RME conference focused on the principle of progressive formalization, which has been noted in How People Learn as a promising approach to mathematics education. Building on thematic strands from the 2005 RME conference in Madison, plenary and interactive breakout sessions explored more specifically how progressive formalization informs applications in ways that engage the mathematical reasoning of all learners, and support the development and use of formative assessment.
Several plenary/keynote speakers (Cathy Fosnot, Marja van den Heuvel-Panhuizen, Jan de Lange, and Lorrie Shepard) highlighted different perspectives on the application of RME-related design principles in curriculum, assessment, and instruction. Their presentations further highlighted the intersection of theory and practice, and describe how materials and activities that have been designed to promote progressive formalization have been used in school and informal settings.
Interactive break-out sessions
The conference programalso included at least five 90-minute breakout sessions organized by thematic strands and grade bands. The themes were curriculum, assessment and research.
RME 2, October 12-14, 2009
(c) Freudenthal Institute US & Freudenthal Institute for Science and Mathematics Education 2013
FIUS: mathematics education, development and research