Using ICT to Support RME-Based Mathematics Teaching and Learning at Junior Secondary School
Creators: name: Sahid
Publisher: name: Zenodo
Year: 2024
Subjects: mathematics
mathematics education
learning mathematics
teaching mathematics
realistic mathematics education
RME
ICT
junior secondary school
school mathematics

description: According to RME approach, which is based on the view of Freudenthal (1991), mathematics is considered as a human activity and it must be connected to reality (real world or situation which is real in students' mind such as application or modeling), which is used as a source for mathematization (Zulkardi, 2010: 3). Furthermore, Zulkardi explained that because mathematics is considered as a human activity, mathematics education is organized as a process of guided reinvention (instructional environment that provided steps of the learning process), by which students can experience a similar process to the invention process of mathematics. Referred to Treffers (1987) and Freudenthal (1991), Zulkardi also explained the two types of mathematization activities: 



horizontal mathematization (going from real world to symbols, the students apply mathematical tools to organize and solve a problem located in a real-life situation): identifying or describing the specific mathematics in a general context, schematizing, formulating and visualizing a problem in different ways, discovering relations, discovering regularities, recognizing isomorphic aspect in different problems, transferring a real world problem to a mathematical problem, and transferring a real world problem to a known mathematical problem; and 

vertical mathematization (moving within the world of symbols, the process of reorganization within the mathematical system itself): representing a relation in a formula, proving regularities, refining and adjusting models, using different models, combining and integrating models, formulating a mathematical model, and generalizing. 


In addition, quoting Streefland (1991), Zulkardi also explained that RME-based teaching and learning has four characteristics: (1) situating the intended material in reality, both as source well as area of application, starting from meaningful contexts having the potential to produce mathematical material involves (horizontal mathematization); (2) intertwining with other strands, such as fractions and proportions, functions and curves, etc.; (3) producing tools in the form of symbols, diagrams and situation or context models during the learning process through collective effort (vertical mathematization); and (4) learning through constructions is carried out by arrangements of the students activities, so they can interact with each other, discuss, negotiate, and collaborate.  

In supporting RME-based lessons, ICT can be used during either horizontal or vertical mathematization processes, such to visualize a problem in different ways, to explore, recognize, and discover relations and patterns, and to refine and adjust models. ICT can be used also to help students doing activities and interactions with other students. 

There are different ICT tools that can be used to support RME-based teaching and learning mathematics for Junior High School's students. Among them are the Internet resources, multimedia tools, electronic spreadsheets, and dynamic mathematics software. This paper will focus on the explanation of the use of the Internet resources, electronic spreadsheets, and some dynamic mathematics software to support RME-based mathematics instruction in Junior High School.