Fractions in Realistic Mathematics Education

and overview.- Notes Introduction.- 1 Description of the fraction problem.- 1.1 Introduction and overview.- 1.2 Pointing out the problem.- 1.3 Description of the problem.- 1.3.1 Historical perspective.- 1.3.2 Outlining the problem.- 1.4 Overview and outlook.- Notes chapter 1.- 2 Currents-standpoint-proposal.- 2.1 Introduction and overview.- 2.2 Currents.- 2.2.1 The structuralistic approach.- 2.2.2 The mechanistic approach.- 2.2.3 Pragmatic structuralism.- 2.2.4 Intermezzo.- 2.2.5 The realistic approach.- 2.2.6 The empiristic approach.- 2.3 Standpoint.- 2.4 Proposal.- 2.5 Review and outlook.- Notes chapter 2.- 3 The context of the research.- 3.1 Introduction and overview.- 3.2 Starting from the construction principle.- 3.3 Development research.- 3.4 Design and method.- 3.5 The research group.- 3.5.1 Introduction.- 3.5.2 A closer description of the research group.- 3.6 The researcher's position.- 3.6.1 Roles.- 3.6.2 Between participation and distance.- 3.7 Conclusion.- Notes chapter 3.- 4 The course in theory and practice.- 4.1 Introduction and overview.- 4.2 Global outline of the fraction course.- 4.2.1 Foreword.- 4.2.2 Producing fractions.- 4.3 Producing fractions: the teaching experiment.- 4.3.1 Foreword.- 4.3.2' starting Fractions', or furnishing the concrete level.- 4.3.3 'Continuing fractions', or en route to higher levels. Seating arrangements and dividing in other than distribution situations.- 4.3.4 'Repeating fractions', or reviewing the rules.- 4.4 In view of mathematization.- 4.4.1 Foreword.- 4.4.2 The role of contexts.- 4.4.3 Manifold use of symbols, diagrams and models.- 4.4.4 Construction and production, or student contributions to education.- 4.4.5 Interaction.- 4.4.6 Intertwinement of the learning lines.- 4.5 Review and outlook.- Notes chapter 4.- 5 Individual portraits of the fraction researchers.- 5.1 Introduction and overview.- 5.2 Indicators for the (improvement in) quality of the individual learning processes.- 5.3 The student portraits.- 5.4

` Streefland is to be congratulated on his thoroughness in presenting a far reaching study with many ramifications. I predict that any reader will find many of the author's premises as well as generalizations thought evoking. ' Zentrallblatt für Didaktik der Mathematik, 5