Real and Relevant Mathematics: IS IT REALISTIC IN THE

How many times have you heard thecry, “Why are we doing this? ” or,“When will we need this? ” as chil-dren are presented with their next task in mathematics. For many children, the mathe-matics of the classroom has no obvious connection to the mathematics of their world. The two are separated and uncon-nected. The mathematics of the classroom, it appears, is not relevant for a large number of primary aged children. Nowadays much is written and said about issues such as “real life ” or “real world ” mathe-matics, relevant mathematics and mathematics in context. Teachers and educators talk about realistic, meaningful, or purposeful tasks and mathematics. Teacher education students continually report that mathematics should be relevant to children and in a real-life context. Real mathematics One of the important aims of teaching math-ematics is to prepare students to meet the mathematical requirements of everyday living. The National Council of Teachers of Mathematics (2000) highlighted this aim when they announced: The need to understand and be able to use mathematics in everyday life and in the workplace has never been greater (p. 4). LEN SPARROW reminds us what real and relevant mathematics means to children and outlines how teachers can plan purposeful activities and provide relevant contexts in the classroom