A Low-Achiever's Learning Process in Mathematics: Shirley's Fraction Learning

Research in mathematics education offers a considerable body of evidence that both high and low-achievers can benefit from learning mathematics in meaningful contexts. This case study offers an in-depth analysis of the learning process of a low-achieving student in the context of Realistic Mathematics Education (RME). The focus is on the use of productive and counter productive strategies in learning fractions. We found support for our idea that low-achievers do benefit from RME, but experience difficulties in the formalization process with regard to fractions. We seize upon the observed difficulties by discussing the implications of uniform standards in mathematics education.