Vocabulaire Hindernissen bij Wiskunde

2001 ◽  
Vol 66 ◽  
pp. 53-67
Author(s):  
Joanneke Prenger
Keyword(s):  
Mathematics Education ◽  
Classroom Interaction ◽  
Low Frequency ◽  
Realistic Mathematics Education ◽  
Classroom Discussions ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Mathematical Textbook ◽  
Micro Analysis ◽  
Mathematical Texts

This study is part of a research project that investigates what problems pupils may have with language used in mathematical textbooks. Based on earlier research, the expectation is that minority pupils will have problems on micro and mesolevels of texts. The focus of this article is on the microlevel of texts. The mathematical textbook that is used for analysis is based on the ideas of Realistic Mathematics Education. In this view of education, mathematics must be connected to reality, so mathematical problems are presented in a practical context. First, the mathematical textbook was analysed on vocabulary. On the basis of this analysis of the textbook, it can be safely concluded that Realistic Mathematics Education makes strong demands on the vocabulary abilities of pupils. Mathematical texts feature many words that are not in the list of most elementary Dutch words and many of these words are difficult and have a low frequency. Second, the vocabulary of the textbook was compared to the vocabulary employed by the teacher during classroom discussions. From these analyses the conclusion may be drawn that every day words from the mathematical textbook that were used to describe the contexts were hardly used by the teacher in classroom interaction. However, the teacher did use many words from the category of mathematical words. This means that, while infrequent every day words used to describe the contexts may cause problems for pupils, the verbally presented realistic contexts are hardly discussed in class. Overall, this micro analysis reveals that the words used in mathematical texts may well pose problems for pupils, especially the infrequent every day words used to describe the realistic contexts, Further research will focus on whether minority pupils have problems with the way mathematical exercises are presented and, if so, what these problems are.

scholarly journals The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

2020 ◽  
Vol 10 (1) ◽  
pp. 41-53
Author(s):  
Nanang Setiadi
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Alternative Approach ◽  
Mathematical Problems ◽  
Teaching Learning ◽  
Mastery Criteria ◽  
5Th Grade

Abstract                                                              This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement.            Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.         

scholarly journals Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

2021 ◽  
Vol 10 (2) ◽  
pp. 522
Author(s):  
Anderson Leonardo Palinussa ◽  
Juliana Selvina Molle ◽  
Magy Gaspersz
Keyword(s):  
Mathematics Education ◽  
Communication Skills ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Geographical Position ◽  
Rural Context

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

scholarly journals Conceptual Understanding and Mathematical Representation Analysis of Realistic Mathematics Education Based on Personality Types

2019 ◽  
Vol 10 (2) ◽  
pp. 201-210
Author(s):  
Kowiyah Kowiyah ◽  
Ima Mulyawati ◽  
Khoerul Umam
Keyword(s):  
Mathematics Education ◽  
Conceptual Understanding ◽  
Personality Type ◽  
Personality Types ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Written Form ◽  
Mathematical Problems

Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables. 

Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 001-006
Author(s):  
Yopi Andry Lesnussa
Keyword(s):  
Mathematics Education ◽  
Basic Education ◽  
Realistic Mathematics Education ◽  
Learning Methods ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Mathematic Education ◽  
The Government

Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIII SMP MENGGUNAKAN PENDEKATAN MATEMATIKA REALISTIK INDONESIA

2020 ◽  
Vol 3 (1) ◽  
pp. 45-51
Author(s):  
Rani Refianti ◽  
Putriana Putriana ◽  
Elya Rosalina
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Test Score ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Test Technique ◽  
Realistic Mathematics ◽  
Post Test ◽  
Mathematical Problems ◽  
Data Collection Technique

This study aims to determine the ability of students to solve mathematical problems in mathematics learning using the Indonesian Realistic Mathematics Education Approach (PMRI). The data collection technique used the test technique which was analyzed using the t-test at the significant level α = 5%. From the results of the post-test students' problem solving abilities with indicators of understanding the problem by 93% were in the very good category, the indicators of making a completion plan were 73% in the good category, the indicators of implementing the plan were 65% in the good category and the indicators of checking the results were 25 % with less category. After participating in learning using the Indonesian Realistic Mathematics Education Approach (PMRI) the average post-test score was 70.35 with 5 excellent students, 12 good students and 6 good enough students.

scholarly journals KEMAMPUAN PEMODELAN MATEMATIKA DALAM REALISTIC MATHEMATICS EDUCATION (RME)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Pitriani Pitriani
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Real Problem ◽  
Learning Approach ◽  
Math Learning ◽  
Realistic Mathematics ◽  
Life Sentence ◽  
Formal Mathematics ◽  
Mathematical Problems

Mathematical modeling ability: the ability of students in translating a real problem in everyday life sentence into mathematics (mathematical models). Realistic Mathematics Education (RME) is a math learning approach that starts from things that are 'real' for students or contexts easily imagined by students, then represented in the form of formal mathematics through mathematical processes. Learning to use RME to be intensified to remember that this learning can improve students' mathematical modeling ability. By having a good modeling ability so students can complete mathematical problems very well too.Keywords: Realistic Mathematics Education (RME), Mathematical Modeling Ability

IMPROVEMENT OF LEARNING OUTCOMES IN RESULT USING REALISTIC MATHEMATIC EDUCATION APPROACH IN BASIC SCHOOL

2018 ◽  
Vol 2 (2) ◽  
pp. 157
Author(s):  
Mimik Fernandes ◽  
Farida F ◽  
Yanti Fitria ◽  
Ahmad Fauzan ◽  
Nelvyarni Nelvyarni
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Multiplication Of Fractions ◽  
Mathematic Education

Based on experience and reflection multiplication of fractions learning at fifth class SDN 33 VII Koto Padang Pariaman district. Student learning outcomes is still low and the learning undertaken by teachers arenot using realistic problem to beginning of learning. So the author through this research trying to improve student learning outcomes in subjects multiplication of fractions. The purpose of this study was to describe the planning, implementation and learning outcomes. This research is action research (class action research), this study used a qualitative and quantitative approach. Learning is used by using the realistic mathematics education approach. After doing research hence an increase in student learning outcomes in multiplication of fractions lesson using realistic mathematics education approach. It can be seen, both from the ability of teachers in designing learning from 83% up to 94%, implementation of learning increased 94% from 77%, and learning outcomes increased to 86,87 from 74,04.

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