Echoes and influences of Realistic Mathematics Education in Portugal

Abstract

This chapter traces the connections between Realistic Mathematics Education (RME) and Portuguese developments in mathematics education in terms of research studies and curriculum development. The basis for this work is a literature review of papers and other documents, with special attention to the period 2005-2015, and research studies organised by mathematical topic. Although there is no research group in Portugal that is perfectly aligned with RME principles and curriculum materials, noticeable influences may be seen in the frequent references made in some research groups to key RME ideas, notably the importance of students working from tasks in meaningful contexts, the role of representations and models to support students’ thinking, and the levels of students’ mathematical activity. This is most noticeable in conceptual frameworks for developmental research studies in the area of number and in the use of realistic contexts in task design, and it is also apparent in the official 2007 Portuguese curriculum document.