Full Text (PDF)
This article belongs to the special issue "Literature and the Arts in Mathematical Education".
Abstract
Some previous research has reported the effectiveness of RME in improving students’ problem solving ability and cognitive achievement. This quasi experimental research, therefore, aimed to investigate the difference in students’ mathematics cognitive achievement after implementing RME and conventional learning. The controlled treatment consisted of mathematics learning with RME equipped with snake and ladder board game and conventional learning. Developed instrument measuring students’ cognitive achievement was validated by some experts prior to the research. The results of the t-test confirmed the difference in students’ cognitive achievement both of the experimental and control group. The students who were taught with RME achieved better than the students who were involved in conventional learning. This research finding has suggested that it is important for teachers to empower students’ intellectual ability through RME and games in order that meaningful and contextual learning can be generated. It is recommended that future research will further explore the effectiveness of RME on students’ cognitive achievement.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 2, 569-578
https://doi.org/10.12973/ejmste/76959
Publication date: 12 Sep 2017
Article Views: 13311
Article Downloads: 13458
Open Access References How to cite this article