Factors Influencing Teachers’ Intentions to Use Realistic Mathematics Education in Vietnam: An Extension of the Theory of Planned Behavior

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.

An empirical study of factors influencing primary school teachers' long-term commitment to Realistic Mathematics Education

“…The current experimental result did not validate the assumption made by Ryan and Deci (2000) where the authors asserted that teachers' desire to control their experience and behavior could influence their intrinsic motivation. A plausible explanation for this insignificant behavior may be attributed to the 2018 curriculum reform (Do et al, 2021) that forced teachers to re-create teaching/learning materials they had used for years, especially for elderly teachers (accounted for 41.58% in this research), which may lead to dissatisfaction and disengagement (Hanson et al, 2022). The current finding was also consistent with previous research (Do et al, 2021).…”

“…A plausible explanation for this insignificant behavior may be attributed to the 2018 curriculum reform (Do et al, 2021) that forced teachers to re-create teaching/learning materials they had used for years, especially for elderly teachers (accounted for 41.58% in this research), which may lead to dissatisfaction and disengagement (Hanson et al, 2022). The current finding was also consistent with previous research (Do et al, 2021). As such, prospective researchers should pay attention to this assumption when applying in it their setting, particularly during educational reform.…”

A Bibliometric Review on Realistic Mathematics Education in Scopus Database Between 1972-2019

“…RME is characterised by diverse real-life situations which serve as sources to devise math concepts, instruments, and procedures and also provide a scenario for learners to apply the concepts they learn in the later stages as the context grows more abstract and general (Van den Heuvel-Panhuizen & Drijvers, 2014). In RME, the math and real-life relationship not only is present at the end of the learning process but also acts as a resource for the teaching and learning process (Do et al, 2021;Van den Heuvel-Panhuizen & Wijers, 2005). Despite the importance of realistic situations, referring to real-life situations, the term 'realistic' means that students are asked to solve problems that they can imagine (Tong et al, 2022;Van den Heuvel-Panhuizen & Drijvers, 2014).…”

Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach

“…Her scores stabilized faster at school when the test was conducted at the baseline stage as she had a stable ability over time in a few minutes in one day. Repeated but meaningful exercises in her daily activities provide a strong stimulus for learning, in accordance with the stages of the MRE approach (Ferreira & Bisognin, 2020) (Do et al, 2021).…”