Abstract
The reform of mathematics education in Indonesia started in the mid-seventies. The reform movement reported in this lecture is the second attempt after the first movement to reform traditional mathematics to modern mathematics (1975–1990) was a complete failure. Several mathematicians have dedicated their expertise and experiences to rebuild mathematics education from the remnant of modern mathematics. Their concerns are focused particularly with the weakest group of students. After a long consideration they came to the decision to implement the theory of Realistic Mathematics Education (RME) as a basic concept for developing the local theory of mathematics teaching and learning. They have the view that RME could be a vehicle for improving mathematics teaching and learning and at the same time be a tool for social transformation. The process began with four teacher education institutes and 12 pilot schools. RME has since expanded to 23 universities that supervise over 300 schools and has trained thousands of teachers. In this process of mathematics education reform the theory of RME has been transformed into PMRI, the Indonesian version of RME, and has been widely accepted as a movement to reform mathematics education.
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Hadi, S. (2015). The Mathematics Education Reform Movement in Indonesia. In: Cho, S. (eds) Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer, Cham. https://doi.org/10.1007/978-3-319-17187-6_15
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