Implementation of RME Approach with a Focus on Social Justice in Teaching and Learning Mathematics in Low Socioeconomic Background School
- DOI
- 10.2991/icest-17.2017.41How to use a DOI?
- Keywords
- RME, social justice, learning mathematics, low socio economic background
- Abstract
Focusing on social justice issues through Realistic Mathematics Education (RME) in this study has been developed. This study aims at investigating the application of the RME approach with a focus on social justice issues in teaching and learning mathematics. Action research method with the grounded theory is the methodology of this study. The analysis of data consists of preparing and organising data, exploring the general sense of the data, coding, and representing themes by using NVivo 9 software. This study found that there was an inequality for the school participant regarding the discrepancies in conditions of school facilities, the attitudes of the students, their previous knowledge, and the quality of teaching. However, evidence obtained here indicate that the teacher participant has considerable effort into implementing the approach and students from low socioeconomic background have benefited. In particular, the ways the mathematical task or projects incorporated into the classroom have the potential to encourage students in learning mathematics and could reduce the socioeconomic background related learning gap.
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nurwati Djam'an AU - Suradi Tahmir AU - Bill Atweh PY - 2017/09 DA - 2017/09 TI - Implementation of RME Approach with a Focus on Social Justice in Teaching and Learning Mathematics in Low Socioeconomic Background School BT - Proceedings of the 2nd International Conference on Education, Science, and Technology (ICEST 2017) PB - Atlantis Press SP - 121 EP - 123 SN - 2352-5398 UR - https://doi.org/10.2991/icest-17.2017.41 DO - 10.2991/icest-17.2017.41 ID - Djam'an2017/09 ER -