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All Journal Journal on Mathematics Education (JME) Journal of Honai Math Journal on Mathematics Education
Nguyen, Tien-Trung
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Education Mathematics Social Sciences Other

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FACTORS INFLUENCING TEACHERS’ INTENTIONS TO USE REALISTIC MATHEMATICS EDUCATION IN VIETNAM: AN EXTENSION OF THE THEORY OF PLANNED BEHAVIOR Do, Thi-Trinh; Hoang, Kien Cong; Do, Tung; Trinh, Thao Phuong Thi; Nguyen, Danh Nam; Tran, Trung; Le, Trung Thien Bao Thai; Nguyen, Thanh Chi; Nguyen, Tien-Trung
Journal on Mathematics Education Vol 12, No 2 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.14094.331-348

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.
Ethnomathematics on the Gringsing batik motifs in Javanese culture Permita, Adinda Indah; Nguyen, Tien-Trung; Prahmana, Rully Charitas Indra
Journal of Honai Math Vol. 5 No. 2 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i2.265

Abstract

Mathematics cannot be separated from human life. However, mathematics is often taught directly through formulas and abstract mathematical forms at school and is less associated with students' daily lives. Hence, it makes it difficult for students to understand mathematics and often find it difficult to understand how mathematics can be useful in dealing with various problems in real life. Therefore, school mathematics needs to be reconnected with the reality of human life so that students can easily understand mathematics and use it to solve various daily life problems. This study explores ethnomathematics in Javanese culture, especially in the Gringsing batik motif. The ethnographic method was employed in this study, and the data was collected through literature review, observation, and interviews. The data was then analyzed before and according to the conditions in the field. The results showed that the Gringsing batik motif contains philosophical meanings, cultural values, and mathematical elements of plane shapes and geometric transformations. This research contributes to the context of learning mathematics. In addition, it also increases the knowledge of mathematics and culture and can be used as a reference in learning or similar research.
Factors influencing teachers’ intentions to use realistic mathematics education in vietnam: An extension of the theory of planned behavior Do, Thi-Trinh; Hoang, Kien Cong; Do, Tung; Trinh, Thao Phuong Thi; Nguyen, Danh Nam; Tran, Trung; Le, Trung Thien Bao Thai; Nguyen, Thanh Chi; Nguyen, Tien-Trung
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Co-Authors Do, Thi-Trinh Do, Tung Hoang, Kien Cong Le, Trung Thien Bao Thai Nguyen, Danh Nam Nguyen, Thanh Chi Permita, Adinda Indah Rully Charitas Indra Prahmana Tran, Trung Trinh, Thao Phuong Thi