scholarly journals Pre-Service Mathematics Teachers’ Perception on Realistic Mathematics Education

2021 ◽  
Vol 1940 (1) ◽  
pp. 012101
Author(s):  
Ronal Rifandi ◽  
Asrina Mulyati ◽  
Maulani Meutia Rani ◽  
Saddam Al Aziz
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics

scholarly journals PROSPECTIVE MATHEMATICS TEACHERS’ COGNITIVE COMPETENCIES ON REALISTIC MATHEMATICS EDUCATION

2019 ◽  
Vol 11 (1) ◽  
pp. 17-44
Author(s):  
Rezan Yilmaz
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Realistic Mathematics Education ◽  
Mathematical Education ◽  
Formal Knowledge ◽  
Informal Knowledge ◽  
Realistic Mathematics ◽  
Prospective Mathematics Teachers ◽  
Cognitive Competency

Realistic Mathematics Education (RME) is based on the idea that mathematics is a human activity; and its main principle is to ensure the transition from informal knowledge to formal knowledge through contextual problems. This study aims at revealing how RME is configured in the minds of prospective mathematics teachers and their cognitive competency in that sense. For that purpose, at the end of the process, in which the approaches used in mathematical education including RME are examined and interpreted, 32 prospective teachers were asked various open-ended questions. Moreover, they were expected to pose contextual problems that could be used in RME. After analysing the obtained data via qualitative research techniques, it is seen that the majority of the prospective teachers possesses theoretical knowledge on RME. However, it is also observed that their ability to present its differences and similarities with other approaches and to pose contextual problems suitable to RME has been decreased.

scholarly journals ANALISIS PENERAPAN PEMBELAJARAN MATEMATIKA BERBASIS PMRI PADA SEKOLAH DASAR DI KOTA BANDUNG

2016 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Masta Hutajulu ◽  
Marchasan Lexbin E.J.R
Keyword(s):  
Mathematics Education ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Realistic Mathematics Education ◽  
School Grade ◽  
Realistic Mathematics ◽  
Data Collection Technique ◽  
Observation Method

The research is conducted to observe if Mathematics teacher who use PMRI base consistently apply the characteristic especially to students of grade 4 primary. The  purpose of this research is to give contribution to all Mathematics teachers who apply PMRI. The data collection technique that use is observation method. The results of research are: 1) the application of PMRI in collaborator school (grade 4 primary) is consistent to the characteristics of PMRI. 2) Mathematics teachers who apply PMRI use the method according to the standard.Keyword: Realistic Mathematics Education of Indonesia (PMRI)

A Mobile Application (App) Based on Realistic Mathematics Education

2021 ◽  
pp. 88-108
Author(s):  
Dorothy Joy Laubscher ◽  
A. Seugnet Blignaut ◽  
Hercules D. Nieuwoudt
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mobile Application ◽  
Mobile App ◽  
Realistic Mathematics Education ◽  
Graduate Degree ◽  
Learning Context ◽  
Realistic Mathematics ◽  
Stratified Sample ◽  
App Design

Persistent poor results in mathematics can be ascribed to the content being taught so that it is removed from reality. This chapter reports on the design of a mobile application based on the realistic mathematics education approach. A purposeful stratified sample yielded participants from a group of in-service teachers enrolled for a post-graduate degree in mathematics education. A qualitative design-based research method was followed. The research produced a mobile application which serves as an intervention tool for practicing mathematics teachers to make the content more relevant and realistic. Various design principles were also formulated that could assist in future mobile app design projects. The mobile application can be used in a blended learning context, especially in underprivileged communities since accessibility to mobile devices is common. The availability of the app for free on Google Play store has the potential to assist mathematics teachers and learners from any context to improve their achievement in mathematics.

scholarly journals FACTORS INFLUENCING TEACHERS’ INTENTIONS TO USE REALISTIC MATHEMATICS EDUCATION IN VIETNAM: AN EXTENSION OF THE THEORY OF PLANNED BEHAVIOR

2021 ◽  
Vol 12 (2) ◽  
pp. 331-348
Author(s):  
Thi-Trinh Do ◽  
Kien Cong Hoang ◽  
Tung Do ◽  
Thao Phuong Thi Trinh ◽  
Danh Nam Nguyen ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Mathematics Teachers ◽  
Structural Equation ◽  
Online Survey ◽  
Realistic Mathematics Education ◽  
Perceived Behavioral Control ◽  
Realistic Mathematics ◽  
Facilitating Conditions

Although Realistic Mathematics Education (RME) has become familiar to many mathematics teachers, we still have little understanding of the extent to which mathematics teachers are willing to employ RME rather than traditional teaching approaches. Based on the theory of planned behavior, in conjunction with some other factors, including facilitating conditions and perceived autonomy, this study investigated a model explaining the continued intention of mathematics teachers to use Realistic Mathematics Education. A structural equation model was used to access data from an online survey involving 500 secondary school mathematics teachers in Vietnam. The results revealed that while attitude, perceived behavioral control and perceived autonomy have positive significant impacts on intention to use RME, it appears that subjective norms and facilitating conditions do not. These findings are of significance to stakeholders, including policymakers, school managers, and mathematics teachers.

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.

scholarly journals THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Farida Nursyahidah ◽  
Nurina Happy
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test ◽  
Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

Sign in / Sign up

Export Citation Format

Share Document