Realistic Mathematics Education (RME) relies on the pedagogy of guided reinvention, in which opportunities for learning are created through the teacher’s orchestration of whole-class mathematical discussion towards a specific goal. However, introducing an RME approach to students who are accustomed to traditional teaching requires a substantial shift in roles, particularly with respect to the devolution of authority from teacher to student. In this study, we worked with low-attaining students, implementing RME to improve understanding of fractions. The analysis highlights how the introduction of guided reinvention is supported by extended wait time and teacher neutrality, but also by teachers’ appropriation of student strategies as a basis for supporting shared authority in the joint construction of mathematical ideas. The article considers the relationship between guided reinvention, appropriation and student agency.

中文翻译：

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拨款在引导式再造中的作用：建立和维护低学业学生的权力下放

现实数学教育 (RME) 依赖于引导式再创造的教学法，其中通过教师针对特定目标安排全班数学​​讨论来创造学习机会。然而，向习惯于传统教学的学生引入 RME 方法需要角色的重大转变，特别是在从教师到学生的权力下放方面。在这项研究中，我们与成绩不佳的学生合作，实施 RME 以提高对分数的理解。分析强调了引导式再发明的引入如何得到延长的等待时间和教师中立性的支持，以及教师对学生策略的挪用作为支持共同构建数学思想的共享权威的基础。