Children's use of realistic considerations in problem solving: some English evidence

Abstract

This is the second of two papers exploring children's responses to an extended version of a division-with-remainder problem intended to elicit general rather than particular realistic considerations during mathematical problem solving. Responses to two problems are analyzed. The first is a 'realistically' contextualised item drawn from national tests in England whose ambiguities have been previously discussed (Cooper, 1992): the second is a version of this problem revised to encourage a wider range of realistic responses. In Cooper and Harries (2002), the responses of children at the end of their first year of secondary schooling were analyzd. Here the responses of children at the end of their primary schooling are analyzed and compared with the previous results. It is shown that many children, given suitable encouragement, are willing and able to enter into an extended form of realistic thinking during problem solving, although the original test item renders this invisible.