Encyclopedia of Mathematics Education

Sutherland, Rosamund; Rojano, Teresa

doi:10.1007/978-94-007-4978-8

Cited by 104 publications

(44 citation statements)

References 162 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Learning from the successes in the United States and South Africa in reforming mathematics using Realistic Mathematics Education (RME), Indonesia also used and adapted RME to improve mathematics education. RME is a didactic approach or a domain-specific instruction theory for mathematics founded in the Netherlands (Van den Heuvel-Panhuizen, 2003; Van den Heuvel-Panhuizen & Drijvers, 2014).…”

Section: Mathematics Reform Using Realistic Mathematics Education In mentioning

confidence: 99%

Two Decades of Realistic Mathematics Education in Indonesia

Zulkardi

Putri

Wijaya

2019

International Reflections on the Netherlands Didactics of Mathematics

View full text Add to dashboard Cite

In this chapter, we report on the process of adapting Realistic Mathematics Education (RME), a didactic approach founded by Freudenthal in the Netherlands, to the Indonesian context. In Indonesia, RME is called 'Pendidikan Matematika Realistik Indonesia' (PMRI). The chapter starts with describing how RME came to Indonesia. It was Sembiring from the Institut Teknologi Bandung who saw Jan de Lange, the director of the Freudenthal Institute of Utrecht University, presenting a keynote at the ICMI conference in Shanghai in 1994. Then the story continues with the decision of the Indonesian government to send six doctoral candidates to the Netherlands to learn about RME. The chapter also explains the process and results from the development and implementation of RME through a Dutch-Indonesian project Dissemination of PMRI (Do-PMRI). Moreover, the chapter describes examples of implementation strategies such as developing a master's program on RME, designing learning materials using RME theory and the development of a national contest of mathematical literacy using context-based mathematics tasks similar to those employed in the PISA test. The chapter ends with a discussion of two new initiatives at Sriwijaya University in Palembang, namely the development of a Centre of Excellence of PMRI and the establishment of a doctoral programme on PMRI.

show abstract

Section: Mathematics Reform Using Realistic Mathematics Education In mentioning

confidence: 99%

Two Decades of Realistic Mathematics Education in Indonesia

Zulkardi

Putri

Wijaya

2019

International Reflections on the Netherlands Didactics of Mathematics

View full text Add to dashboard Cite

show abstract

“…Through horizontal and vertical mathematical activities, students are expected to be able to find and construct mathematical concepts (Treffers, 1987). Realistic in this learning can be meaningful: (1) real context that exists in everyday life; (2) formal mathematical contexts in the world of mathematics; or (3) imaginable contexts that do not exist in reality but can be imagined (Heuvel-Panhuizen & Drijvers, 2014).…”

mentioning

confidence: 99%

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

2020

View full text Add to dashboard Cite

The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students' mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems. AbstrakPenelitian ini bertujuan untuk menganalisis efek interaksi model pembelajaran dan gaya kognitif field dependent (FD)-field independent (FI) terhadap kemampuan pemecahan masalah matematika (KPMM) siswa, serta perbedaan KPMM siswa berdasarkan model pembelajaran dan gaya kognitif. Partisipan dalam penelitian ini sebanyak 145 siswa sekolah menengah pertama, dengan perincian 50 siswa belajar melalui model CORE RME, 49 siswa belajar melalui model CORE, dan 46 siswa belajar melalui model Konvensional. Alat pengumpulan data yang digunakan adalah tes KPMM, dan group embedded figure test (GEFT). Temuan dari tes KPMM adalah terdapat efek interaksi model pembelajaran dan gaya kognitif terhadap KPMM siswa, serta adanya perbedaan secara signifikan KPMM siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional. Berdasarkan gaya kognitif, antara siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional ditemukan bahwa tidak terdapat perbedaan secara signifikan KPMM antara siswa FI. Selanjutnya, terdapat perbedaan secara signifikan KPMM antara siswa FD dan KPMM siswa FI lebih baik dari KPMM siswa FD. Oleh karena itu, model pembelajaran dan gaya kognitif siswa sangat penting untuk dipertimbangkan dalam proses pembelajaran, sehingga siswa dapat memecahkan masalah matematika. Kata kunci: Kemampuan pemecahan masalah matematika, Model pembelajaran, Field dependent-Field independentHow

show abstract

“…Heuvel-Panhuizen and Drijvers, 2014) then the other core RME principles should be expressed in the curriculum and educational materials, tests examinations, as well as teacher training programs. This framework is depicted in Figure 1.…”

Section: An Analytical Framework For Rmementioning

confidence: 99%

Realistic Mathematics Education in Vietnam: Recent Policies and Practices

Nguyen

Trinh

Ngo

et al. 2020

International Journal of Education and Practice

View full text Add to dashboard Cite

Article HistoryThe aims of this study are two-fold. First, the existing literature is reviewed to establish a framework with which to evaluate the evolution of Realistic Mathematics Education (RME) in terms of policies and practices. The framework comprises four factors: (i) national vision and strategy; (ii) curriculum and educational materials; (iii) tests and examinations; and (iv) teacher training programs. Second, this framework was used to analyze RME implementation in Vietnam, based on data obtained from document analysis and participant observation. From the experiences of other countries, several sustainable and suitable guidelines are proposed for the further practical and efficient application of RME in Vietnam. This study also outlines some possible directions for future RME research. Contribution/Originality:This study contributes to the existing literature by: (i) introducing an analytical framework with which to evaluate RME in terms of policies and practices; and (ii) demonstrating the application of that framework to RME in Vietnam.

show abstract

Encyclopedia of Mathematics Education

Cited by 104 publications

References 162 publications

Two Decades of Realistic Mathematics Education in Indonesia

Two Decades of Realistic Mathematics Education in Indonesia

Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

Realistic Mathematics Education in Vietnam: Recent Policies and Practices

Contact Info

Product

Resources

About