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.

The Difficulties Experienced in Teaching Proof to Prospective Mathematics Teachers: Academician Views

2016 ◽  
Vol 6 (1) ◽  
pp. 145 ◽  
Author(s):  
Gürsel Güler
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Professional Lives ◽  
Analysis Method ◽  
Structured Interviews ◽  
Content Analysis Method ◽  
Prospective Mathematics Teachers ◽  
Experience Difficulty

<p>The aim of this study is to examine the difficulties prospective mathematics teachers experience in mathematical proving, the courses in which they have difficulties in proving, the importance of proof in mathematics education and its functions in their professional lives. The data of the study was collected via semi-structured interviews with fifteen academicians who volunteered to take part in the study. Content analysis method was used to analyze the data obtained. As a result of the study, based the views of the academicians, it was seen that prospective mathematics teachers experience four different difficulties in proving. Besides, in line with the views of the academicians the following categories were formed: the courses that prospective teachers experience difficulty, the importance of proof in mathematics education and its functions in prospective teachers’ professional lives and these categories were presented with their subcategories.</p>

scholarly journals PEMBELAJARAN RME (REALISTIC MATEMATICS EDUCATION) TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIK PADA SISWA SMP

2019 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Wahyu Hidayat ◽  
Koentri Jayanti ◽  
Ilfa Febriana Nurismadanti ◽  
Muhammad Zulfikar Ikhsanuddin Akbar ◽  
Kholifia Ayuning Pertiwi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
P Value ◽  
Realistic Mathematics Education ◽  
Mathematical Education ◽  
Realistic Mathematics

This research aims to look at the difference in the ability of mathematical creative thinking in students, through Realistic Mathematical Education learning or RME and through conventional learning. The research design used was an experiment, namely in the form of a test of the ability of creative thinking. The population in this study of Junior High School students throughout the country, namely in West Bandung Regency. Sample research VIII grade i.e. in one of the Junior High School in West Bandung chosen at random and selected class A (grade experiment) that uses learning Realistic Mathematics Education (RME) and class B (grade control) that uses regular or conventional learning. The research results showed that the p-value of 0.000 < critical limits. Thus, the ability of mathematical creative thinking of the students who got the learning with Realistic Mathematics Education better than the students who got conventional learning.

scholarly journals Activities Written by Prospective Primary Teachers on Realistic Mathematics Education

2018 ◽  
Vol 7 (3) ◽  
pp. 229
Author(s):  
Hatice Kübra Güler
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Life Problems ◽  
Prospective Primary Teachers

It is important for students to connect with real life in mathematics courses. The aim of this study is to investigate the activities which are written by prospective primary school teachers in the context of Realistic Mathematics Education. This research is a case study of which data were collected by qualitative methods. The participants of the research included 81 prospective primary teachers who are junior students attended primary teacher department. It was asked them to write an activity suitable for primary mathematics curriculum by considering Realistic Mathematics Education principles. They were given one month to write the activities. The activities written by prospective teachers analyzed by descriptive methods in terms of learning domains, types of context and principles of Realistic Mathematics Education. Totally 36 activities were written by prospective teachers. Based on the analysis, it was observed that not all the contexts were exactly real life contexts. It was determined that prospective teacher could not distinguish routine word problems from real life problems. It can be said that theoretical knowledge of Realistic Mathematics Education is inadequate for writing activities and prospective primary teachers need to practice on writing activities regarding the mentioned theory.

scholarly journals A Comparative Research on Proving: The Case of Prospective Mathematics Teachers

2019 ◽  
Vol 9 (4) ◽  
pp. 92
Author(s):  
Gülçin Oflaz ◽  
Kübra Polat ◽  
Duygu Altaylı Özgül ◽  
Mario Alcaide ◽  
José Carrillo
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
State Universities ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Mathematical Proofs ◽  
Second Year ◽  
Prospective Mathematics Teachers

It is of critical importance, in particular, for mathematics teachers who will teach future generations to understand and do mathematical proofs. It is important to determine future teachers&#39; beliefs about and difficulties with proofs because their knowledge of this issue affects their teaching. This study aims to determine and compare the proof schemes of prospective mathematics teachers from two state universities, one in Turkey and the other in Spain. The case study was conducted within this study. The participants were 51 prospective teachers at their second year from the department of teaching mathematics education at Huelva University in Spain and 45 prospective teachers from the department of teaching mathematics education at Cumhuriyet University in Turkey. The Proof Test consisted of four questions about proofs for parallelograms. Semi-structured interviews were subsequently conducted to investigate the prospective teachers&rsquo; responses in-depth. The findings suggest that prospective teachers from Turkey and Spain indicated affinity in proving. The majority of the prospective mathematics teachers were either unable to complete the proof or completed the proof in an inaccurate way.

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)

scholarly journals DESAIN LINTASAN PEMBELAJARAN PECAHAN MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION

2018 ◽  
Vol 6 (3) ◽  
pp. 463-474 ◽  
Author(s):  
Ekasatya Aldila Afriansyah
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Design Research ◽  
Learning Activities ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Medium Level ◽  
Teacher Students ◽  
Measuring Tool

AbstrakKeberhasilan pendidikan dipengaruhi oleh berbagai pelaku yang terlibat didalamnya, khususnya keefektifan seorang pendidik dalam mengelola lingkungan belajarnya. Peningkatan kualitas pendidikan diperlukan sebagai alat ukur dalam mencapai tingkat keberhasilan pendidikan yang lebih baik. Pada penelitian ini, peneliti memiliki tujuan untuk meningkatkan kualitas pendidikan matematika melalui masukan desain pembelajaran yang dapat digunakan oleh pendidik. Peningkatan ini pun urgen diperlukan untuk meningkatkan kemampuan peserta didik Indonesia karena dalam beberapa ajang tes matematika skala internasional, peserta didik Indonesia di level tertentu masih memberikan hasil yang kurang baik. Pendekatan Realistic Mathematics Education (RME) dijadikan sebagai solusi peningkatan kualitas peserta didik. RME mendasari desain dari seluruh konteks dan kegiatan pembelajaran. Design research dipilih sebagai sarana yang tepat untuk mencapai tujuan; dilakukan dalam tiga tahap, desain pendahuluan, percobaan mengajar, dan analisis retrospektif. Penelitian ini melibatkan 6-8 mahasiswa calon guru pada siklus pertama dan 30-40 mahasiswa calon guru pada siklus kedua bertempat di STKIP Garut. Hasil penelitian ini dapat menunjukkan bahwa serangkaian kegiatan pembelajaran RME dapat membuat mahasiswa calon guru tidak lagi keliru dalam memahami topik pecahan secara detail. AbstractThe successness of education is influenced by the various factors involved in it, especially the effectiveness of an educator in managing his learning environment. Improving the quality of education is needed as a measuring tool in achieving a better level of educational successness. In this study, researchers have a goal to improve the quality of mathematics education through instructional design input that can be used by educators. This improvement is also urgent to improve the ability of Indonesian students because in some international scale mathematical tests, Indonesian students at medium level still give unfavorable results. Realistic Mathematics Education (RME) Approach serves as a solution to improve the quality of learners. RME underlies the design of all context and learning activities. Design research is chosen as an appropriate means to achieve the goal; conducted in three stages, preliminary design, teaching experiments, and retrospective analysis. This study involved 6-8 prospective teacher students in the first cycle and 30-40 student prospective teachers in the second cycle housed in STKIP Garut. The results of this study can show that a series of RME learning activities can make prospective students no longer mistaken in understanding the topic of fractions in detail.

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.

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
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