Abstract
Although Realistic Mathematics Education (RME) has become familiar to many mathematics teachers, we still have little understanding of the extent to which mathematics teachers are willing to employ RME rather than traditional teaching approaches. Based on the theory of planned behavior, in conjunction with some other factors, including facilitating conditions and perceived autonomy, this study investigated a model explaining the continued intention of mathematics teachers to use Realistic Mathematics Education. A structural equation model was used to access data from an online survey involving 500 secondary school mathematics teachers in Vietnam. The results revealed that while attitude, perceived behavioral control and perceived autonomy have positive significant impacts on intention to use RME, it appears that subjective norms and facilitating conditions do not. These findings are of significance to stakeholders, including policymakers, school managers, and mathematics teachers.
Highlights
Abstrak Walaupun Pendidikan Matematika Realistik (PMR) sudah familiar bagi banyak guru matematika, kami masih memiliki sedikit pemahaman tentang sejauh mana guru matematika bersedia untuk menggunakan PMR daripada pendekatan pengajaran tradisional
Attitude was found to have a positive and significant impact on Intention (β = 0.137; p < 0.001), Perceived Behavioral Control was found to have a significant positive impact on Intention (β = 0.238; p < 0.001); while Subjective Norms were found to have no significant impact on Intention (β < 0.019; p = 0.749)
With regard to the role of Facilitating Conditions and Perceived Autonomy, our analyses revealed mixed findings
Summary
Abstrak Walaupun Pendidikan Matematika Realistik (PMR) sudah familiar bagi banyak guru matematika, kami masih memiliki sedikit pemahaman tentang sejauh mana guru matematika bersedia untuk menggunakan PMR daripada pendekatan pengajaran tradisional. Berdasarkan teori perilaku yang terencana, dalam hubungannya dengan beberapa faktor lain, termasuk kondisi fasilitas dan persepsi otonomi, penelitian ini menyelidiki model yang menjelaskan tujuan lanjutan guru matematika untuk menggunakan Pendidikan Matematika Realistik. Hasil penelitian menunjukkan bahwa meskipun sikap, kontrol perilaku dan otonomi yang dipersepsikan memiliki pengaruh positif yang signifikan terhadap tujuan untuk menggunakan PMR, hal ini terlihat pada tidak adanya tujuan pada norma subjektif dan kondisi fasilitas. We still have little understanding of the extent to which mathematics teachers use RME rather than traditional teaching approaches. In Vietnam today, teachers in general, and mathematics teachers in particular, are encouraged to update their teaching methods as part of the overall reform of the education system, which was initiated in 2013 (Hoang et al, 2020). Vietnamese mathematics teachers have more room to implement new and updated teaching methods, such as RME, in their daily practices
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