FACTORS INFLUENCING TEACHERS’ INTENTIONS TO USE REALISTIC MATHEMATICS EDUCATION IN VIETNAM: AN EXTENSION OF THE THEORY OF PLANNED BEHAVIOR

Thi-Trinh Do (Thai Nguyen Univesity of Education, Thai Nguyen)
Kien Cong Hoang (Hung Vuong University, Phu Tho)
Tung Do (Hung Vuong University, Phu Tho)
Thao Phuong Thi Trinh (Thai Nguyen Univesity of Education, Thai Nguyen)
Danh Nam Nguyen (Thai Nguyen University, Thai Nguyen)
Trung Tran (Vietnam Academy for Ethnic Minorities, Hanoi VNU University of Education, Hanoi)
Trung Thien Bao Thai Le (Ho Chi Minh City University of Education, Ho Chi Minh City)
Thanh Chi Nguyen (VNU University of Education, Hanoi)
Tien-Trung Nguyen (VNU University of Education, Hanoi)

Journal on Mathematics Education (JME)
Vol 12, No 2 (2021)

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.