scholarly journals Mathematics as a social construct: Teaching mathematics in context

Pythagoras ◽  
2008 ◽  
Vol 0 (68) ◽  
Author(s):  
Hayley Barnes ◽  
Elsie Venter
Keyword(s):  
South Africa ◽  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Teaching Mathematics ◽  
Mathematics Lesson ◽  
Social Construct ◽  
Realistic Mathematics ◽  
Teaching Of Mathematics ◽  
Mathematics In Context ◽  
Teaching In Context

Why is teaching in context an important option to consider in the teaching of mathematics? What does it mean to teach mathematics from and in contexts? And what are the possible challenges associated with this practice? The aim of this paper is not to provide a comprehensive answer or solution to these questions. We attempt rather to address these questions specifically with regard to South Africa and the theory of Realistic Mathematics Education.  In this article we consider a vignette of a more formal and traditional mathematics lesson and then suggest possible reasons why we need to be teaching more in context. Furthermore we discuss the application of the theory of Realistic Mathematics Education as a potential approach to facilitate teaching in context. Finally we present some challenges associated with this practice.

scholarly journals Mathematics In Context: Call of Time

1970 ◽  
Vol 1 ◽  
pp. 1-5
Author(s):  
Abdul Quaiyum
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Solution Procedure ◽  
Realistic Mathematics Education ◽  
Guided Reinvention ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Teacher Students ◽  
Mathematics In Context ◽  
Didactical Phenomenology

Mathematics in context (MiC) is an integrated program that uses Realistic Mathematics Education(RME) approach to teaching and learning of mathematics. It emphasizes learning mathematics from realistic situations, students’ invention or construction of solution procedure and interaction with other students or the teacher. Students should be encouraged to make sense out of real problems and the mathematics instruction should be designed accordingly. This article deals with the underlying principles of RME and highlights the features of MiC in Nepalese Mathematics Education. Keywords Realistic Mathematics Education (RME), Mathematics in Context (MiC), didactical phenomenology, guided reinvention, emergent model DOI: http://dx.doi.org/10.3126/av.v1i0.5299 Academic Voices 2011; 1: 1-5

scholarly journals The USE OF COOPERATIVE LEARNING MODEL NUMBERED HEADS TOGETHER AND REALISTIC MATHEMATICS EDUCATION IN TEACHING MATHEMATICS

2021 ◽  
Vol 5 (2) ◽  
pp. 123-134
Author(s):  
Ismi Widyaningrum
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Teaching Mathematics ◽  
Learning Achievement ◽  
Realistic Mathematics ◽  
Classroom Action Research

The purpose of this study was to determine the effectiveness of cooperative learning model numbered heads together and realistic mathematics education. This type of research was a Classroom Action Research. These activities were conducted in two cycles. At first cycle, learning was carried out using NHT learning model and realistic mathematics education. Then the second cycle was carried out to fix anything that wasn’t right. The results of this study were increasing the percentage of students learning, from 34,5% in Pre Cycle, to 75,86% at the end of Cycle I, and became 93,1% at the end of Cycle II. Another improvement occurred in the activities of students and teachers. All of these improvements are certainly due to the presence of improvements during the learning process carried out by teachers and researcher over the last two cycles. The conclusion of this study is that cooperative learning with Numbered Heads Together Model and Realistic Mathematics Education can improve learning achievement in teaching mathematics.

scholarly journals A SURVEY OF TEACHERS' OPINIONS ABOUT IMPLEMENTING REALISTIC MATHEMATICS EDUCATION IN TEACHING THE TOPICS OF THE ELLIPSE EQUATION

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Lam Truong Khanh ◽  
Duong Huu Tong ◽  
Lu Kim Ngan
Keyword(s):  
Mathematics Education ◽  
High School Teachers ◽  
Realistic Mathematics Education ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Realistic Mathematics ◽  
The Status ◽  
Survey Results ◽  
Formally Trained

<p>Realistic Mathematics Education (RME) is an instructional theory that has been implemented in many countries around the world to link mathematics to real-world situations. The effectiveness of implementing RME in mathematics education is highly dependent on the role of teachers. This study was conducted with 64 high school teachers to survey their understanding and perspectives on RME and the status of RME implementation in teaching the topics of ellipse equation. Through qualitative analyzing the survey results, the study found that teachers are interested in RME, although the percentage of teachers formally trained in this theory was not high. Besides, the survey shows that it is necessary to help teachers overcome difficulties and improve the frequency and effectiveness of RME application in teaching mathematics.</p><p> </p><p><strong>Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0841/a.php" alt="Hit counter" /></p>

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.

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