scholarly journals The Development of Realistic Mathematics Education (RME) for Primary Schools' Prospective Teachers

2017 ◽  
Author(s):  
Mr Wahyudi ◽  
Mr Joharman ◽  
Mr Ngatman
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Primary Schools ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics

scholarly journals Development of Local Instruction Theory of Multiplication Based on Realistic Mathematics Education in Primary Schools

2019 ◽  
Vol 1 (1) ◽  
pp. 188-204
Author(s):  
Arini Arini
Keyword(s):  
Mathematics Education ◽  
Primary Schools ◽  
Mathematical Problem ◽  
Analysis Data ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Field Notes ◽  
Design Type ◽  
Instruction Theory ◽  
Local Instruction Theory

This study aims to develop a local instruction theory (LIT) based on realistic mathematics education (RME) that is valid, practical, and effective on the topic of multiplication in grade III of elementary school. The research method used is research design type Gravemeijer & Cobb (2013). The research was conducted in three phases, namely preparing for the experiment, experimenting in the classroom, and conducting retrospective analysis. Data was collected using document analysis, observation, interviews, field notes, tests, and questionnaires. The collected data was analyzed qualitatively and quantitatively. Based on the research that has been carried out, LIT is produced which is valid, practical, and effective against students' mathematical problem solving abilities. Students can find a standard multiplication algorithm with a series of activities, namely finding the product of multiplication with repeated additions, ten multiplications, multiples of multiples of ten, and standard multiplication algorithms. Keywords: LIT, RME, multiplication

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 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 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.

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.

Sign in / Sign up

Export Citation Format

Share Document