Abstract
<p style="text-align:justify">Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pre-test, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.</p>
Highlights
Students typically have an intuitive grasp of certain mathematical concepts long before being introduced to concepts in a formal classroom (Deniz & Kabael, 2017)
Math teachers can use new and modern teaching methods like Realistic Mathematics Education or RME (Do et al, 2021), which promises things to make a major adjustment in mathematics education in Vietnam (Tran et al, 2020)
Because the goal of this study was for students' abilities to solve real-world problems and their attitudes toward learning to improve, the RME model was incorporated into the design of elliptic equations teaching situations
Summary
Students typically have an intuitive grasp of certain mathematical concepts long before being introduced to concepts in a formal classroom (Deniz & Kabael, 2017). This suggests the value of developing mathematics education in which students apply mathematical knowledge to real-world situations (Sumirattana et al, 2017). Mathematics is seen as a human activity that is related to practice (Kusumaningsih et al, 2018; Laurens et al, 2017; Makonye, 2014; Mulbar & Zaki, 2018; Nguyen et al, 2019; Peni, 2019; Sumirattana et al, 2017; Van den Heuvel-Panhuizen & Drijvers, 2014)
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