Abstract
AbstractIn 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.
Highlights
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
From 2001 to 2010 he managed the movement of Pendidikan Matematika Realistik Indonesia’ (PMRI) through two projects supported by the Netherlands: the project Netherlands Programme for the Institutional Strengthening of Post-Secondary Education and Training Capacity (NPT) and the project Dissemination of Pendidikan Matematika Realistik Indonesia (Do-PMRI)
PMRI resulted in a number of activities, programmes and events that were important for mathematics education in Indonesia
Summary
Learning from the successes in the United States and South Africa in reforming mathematics using Realistic Mathematics Education (RME), Indonesia used and adapted RME to improve mathematics education. He was involved in the PMRI team from 1998. The second author learned about PMRI while the project was running in Indonesia and got a doctoral degree based on her dissertation about PMRI. The purpose of this chapter is to report the untold story of PMRI from the initiation of the adaptation process of RME into PMRI in Indonesia. This story covers a long period of time from the ICMI (International Commission on Mathematical Instruction) conference Shanghai 1994 to ICME (International Congress of Mathematical Education) Hamburg 2016, and is divided in three phases. We will summarise the main merits and yields of PMRI
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