id: 06495801
dt: a
an: 2015f.00318
au: Hadi, Sutarto
ti: The mathematics education reform movement in Indonesia.
so: Cho, Sung Je (ed.), Selected regular lectures from the 12th international
congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15,
2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk;
978-3-319-17187-6/ebook). 253-267 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: D30 B70 B20 A30
ut: mathematics learning; realistic mathematics education; teacher education;
PMRI
ci:
li: doi:10.1007/978-3-319-17187-6_15
ab: Summary: The reform of mathematics education in Indonesia started in the
mid-seventies. The reform movement reported in this lecture is the
second attempt after the first movement to reform traditional
mathematics to modern mathematics (1975‒1990) was a complete failure.
Several mathematicians have dedicated their expertise and experiences
to rebuild mathematics education from the remnant of modern
mathematics. Their concerns are focused particularly with the weakest
group of students. After a long consideration they came to the decision
to implement the theory of Realistic Mathematics Education (RME) as a
basic concept for developing the local theory of mathematics teaching
and learning. They have the view that RME could be a vehicle for
improving mathematics teaching and learning and at the same time be a
tool for social transformation. The process began with four teacher
education institutes and 12~pilot schools. RME has since expanded to
23~universities that supervise over 300~schools and has trained
thousands of teachers. In this process of mathematics education reform
the theory of RME has been transformed into PMRI, the Indonesian
version of RME, and has been widely accepted as a movement to reform
mathematics education.
rv: