MATHEMATICAL ACTIVITY DESIGNS CONDUCTED WITH E-PORTFOLIO BY SECONDARY SCHOOL STUDENTS WITHIN THE FRAMEWORK OF REALISTIC MATHEMATICS EDUCATION

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Elif Bahadır ◽  
Eda Nur Güner
Keyword(s):  
Mathematics Education ◽  
Social Life ◽  
Design Thinking ◽  
Mathematical Thinking ◽  
Real Life ◽  
Educational Process ◽  
Realistic Mathematics Education ◽  
Mathematical Activity ◽  
Thinking Skill ◽  
Realistic Mathematics

Design thinking skill is perhaps the most directly related thinking skill of mathematical thinking skill, because design thinking contains a strong problem-solving process in itself. In this study, it was aimed to provide students to avoid thinking about mathematics only procedurally or instrumentally and to introduce them to mathematical studying methods and mental habits. Therefore, tasks were chosen that would encourage students to think and design using real-life mathematical elements and thus encourage effective mathematical thinking. According to Freudenthal, the theorist of the Realistic Mathematics Education, mathematics should be related to the social life of students, close to their experiences, relevant to the society they live in, and compatible with human values. The research is designed as “action research” which is one of the qualitative research methods. Participants were selected using the convenience sampling method. Edmodo software was used as an electronic portfolio. Activities were prepared within the framework of RME approach. The responses are given by the students to those activities distributed when examined under 5 main headings: designing products, expressing the mathematical opinions clearly, using the mathematical knowledge, the research skills and the originality. These criteria generated after taking an expert opinion, subjected to qualitative analysis and interpreted. Consequently, it can be concluded that the educational process which is carried out with design-based activities provides learning, and is relevant to daily life, is interesting and is motivating. The integration of face-to-face teaching with technology and online approaches also help teachers manage design-based activities in a more effective way. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0785/a.php" alt="Hit counter" /></p>

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.

Realistic Mathematics Education (RME): Pendekatan Pendidikan Matematika dalam Konsep dan Realitas

1970 ◽  
Vol 12 (1) ◽  
pp. 93-106
Author(s):  
Ifada Nofikasari
Keyword(s):  
Mathematics Education ◽  
Teaching Methods ◽  
Real Life ◽  
Fundamental Question ◽  
Realistic Mathematics Education ◽  
Scientific Theories ◽  
Pure Science ◽  
The Real ◽  
Realistic Mathematics

Teaching methods is always developed to make students became easily to understand the lesson. One of the developing methods tries to maka students can apply scientific theories to the real life. In this way, mathematics as pure science gets much attention to be developed. The most fundamental question is how students can utilize mathematics which initially in the form of concept as a formula which can be used in solving problem of life. Realistic Mathematics Education (RME) developed by Freudenthal Instute is a method which harmonize betweeen mathematics concept with reality. Keywords: mathematics, reality, concept, and RME.

scholarly journals The Effect of Using Realistic Mathematics Education (RME) Learning Models on student learning outcomes on the subject of the pythagorean theorem at Madrasah Tsanawiyah

2021 ◽  
Vol 7 (01) ◽  
pp. 49-60
Author(s):  
Imam Pakhrurrozi
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Mathematics Learning ◽  
Real Life ◽  
Learning Model ◽  
Pythagorean Theorem ◽  
Realistic Mathematics Education ◽  
Learning Material ◽  
Realistic Mathematics ◽  
Class Viii

The issue of learning mathematics which is related to everyday life has attracted the attention of researchers and educators. Learning that is emphasized on the daily experiences of students is easier to understand learning material and has a strong memory in applying mathematics in real life as the dependent variable in the form of children's learning achievement. This article aims to re-examine whether realistic mathematics learning ((Realistic Mathematics Education) has an influence on student achievement. By using a quasi-experimental research method whose population is all students of class VIII MTS NW SIKUR in the 2020/2021 learning year, totaling 50 students, from class 25 students of class VIII A and 25 students of Class B. Data were collected through test techniques and analyzed according to data analysis procedures The findings of this study were that there was an effect of the learning model of the Realistics Mathematics Education (RME) learning model in improving student learning in mathematics Pythagorean theorem material for Madrasah Tsanawiyah students

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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