Recently, I’ve been investigating Realistic Math Education (RME). I like the idea of building on what is ** real to the student**.

Because I spend a lot of time thinking about fractions, I wanted to know how RME approaches them. Luckily, Streefland wrote about his three-year teaching experiment in the Netherlands.

In the experiment, students were introduced to the “Fractured Family.” The family encounters many experiences that require fractional thinking and proportional reasoning. For example, they need to divide an omelet at lunch or share apples after school or bake cookies from a recipe.

It’s not necessary that students have experienced these situations themselves, but rather that they can imagine the adults and children in the family doing them.

Here’s one of the initial tasks students encounter.

**When Anja and Monica Fractured come home from school they may have an apple each. But what do you do about such a difference in size?**

Here’s what I like about the task:

- It’s a great context for introducing
Students know that it’s not fair if one child gets the big apple and one gets the small apple.**fair sharing.** - It’s a great context for talking about the
. Is one-half of the small apple the same size as one-half of the big apple? Why are they both called one-half?**unit** - Using an imaginary family allows students to connect sharing with specific people they can imagine as opposed to the more abstract idea of sharing with unnamed people.
- Students are encouraged to draw how they would share the apples. At first students create very detailed drawings–drawing leaves and stems for the apples. But as they do more tasks, they move away from detailed drawings and use circles or rectangles to represent items. The drawings become
. Eventually they become a mental model.**representations or models of the situation**

I’m not a big fan of calling the family fractured, but you can adapt this task and name the family anything you want.

I’m still making my way through the book, but I’ll be sure to share any other tasks that I find interesting. I’d also love to know if anyone has any experience using RME tasks in their classes.

Want to read along with me?

Streefland, L. (Ed.). (1991). *Fractions in realistic mathematics education: A paradigm of developmental research* (Vol. 8). Springer.