Teachers’ understanding about the characteristics of realistic mathematics education

Abstract

The application of Realistic mathematics education (RME) in schools has not satisfied. The efforts of educators to help teachers implement RME are an ongoing process, including by providing examples of learning process through the video lessons. This study aims to investigate teacher understanding of the characteristics of RME through watching video lessons. Three elementary school teachers in Aceh, Indonesia, were involved in this research. Data was collected through questionnaires and semi-structured interviews. Data were analyzed descriptively. The results showed that the teacher did not understand three of the five characteristics of RME. Teachers' understanding of real problems is only limited to the use of concrete objects. The teacher could not identify activities on the video about using models or symbols to scaffold students from concrete to more formal knowledge. The teacher also did not realize that the relationship between mathematical concepts can help students understand mathematics well. The implication of this study is that researchers need to guide the teacher design the learning trajectory before watching learning from other teachers. After watching the whole video lessons, the teacher also needs to be moved to identify important events related to the characteristics of RME in the learning in the video.

Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience

“…Next in research Zubainur et al (2020), teachers do not understand the meaning of reality. Even though reality is very closely related to RME learning reality is a problem that students think about.…”

“…Even though reality is very closely related to RME learning reality is a problem that students think about. Based on Zubainur et al (2020) The lack of educational understanding in designing realistic questions is caused by the lack of experience of teachers in designing learning related to using real problems in learning. The same thing was also found in research conducted by Fauzan et al (2018); Fauzan and Diana (2020); Fauzi and Masrukan (2018), Mariana et al (2021), Purwanti et (2019.…”

Understanding the concept of the Pi (π) number for pre-service teacher

“…In this respect, mathematics teachers should have theoretical knowledge about Pi () numbers. In the relevant literature, various quantitative studies have been conducted on the Pi () numbers [56], [57]. In this study, the Pi () numbers of mathematics teachers and pre-service teachers were discussed with a qualitative approach.…”

Pelatihan Pengembangan Profesi Guru Dalam Bidang Penelitian Dan Publikasi Karya Ilmiah Di Sekolah Dasar

“…Lalu, Hayati (2023) menyatakan bahwa guru yang tidak memadukan pendekatan dalam mengajar membuat siswa bosan di kelas. Guru mempunyai kreativitas dalam berkarya, ini berarti perlunya upaya guru dalam memperbaiki pendidikan, sehingga efektif jika siswa ingin mewujudkan potensi akademik sepenuhnya di kelas (Zubainur., et al, 2020;. Salah satu upaya guru adalah melalui penelitian tindakan kelas dan publikasi karya tulis ilmiah.…”