Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Shintia Revina; Frederick Koon Shing Leung

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Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

机译：教育性借款与数学课程：荷兰和印度尼西亚小学课程中的现实数学教育

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Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME), the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.

机译：自1990年代后期以来，印度尼西亚的数学教育者一直将荷兰数学教学方法“现实数学教育”（RME）视为教育改革的基础。因此，在国家课程开发中，RME已作为课程目标和内容的理论参考进行了审查。在本研究中，对RME与印度尼西亚的课程描述和内容之间的一致性进行了分析。补充了一些与荷兰的比较。这项研究的发现表明，尽管大多数RME原理都反映在印度尼西亚课程中，但与荷兰课程相比，这些描述通常非常笼统，不够明确。它们还受到基于内容的方法以及要在国家一级预先确定的要教授的内容的集中决策过程的限制。这项研究建议未来进行研究，以了解课程表如何影响教师在课堂上对RME的制定。

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《International Journal on Emerging Mathematics Education》 |2018年第1期|共16页
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Shintia Revina; Frederick Koon Shing Leung;
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Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

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