How the Same Flowers Grow in Different Soils? The Implementation of Realistic Mathematics Education in Utrecht and Jakarta Classrooms

  • Shintia RevinaEmail author
  • Frederick Koon Shing Leung


Past studies have raised caution over educational transfer in mathematics education. The idea that an instructional approach to teaching and learning of mathematics can truly be universal and implemented across all cultures was challenged, as some aspects of the approach might be too closely bound up with the specific context where it was developed. As an illustration to this phenomenon, this study compares some classrooms that intended to utilize realistic mathematics education (RME) in its country of origin and in the place where it has been adopted for more than a decade. Some classrooms in Utrecht, the Netherlands and in Jakarta, Indonesia were observed and analyzed. The finding shows that the implementation of RME in the two places look similar on the surface but actually differ in many ways. This study suggests that the role of culture in the adoption of RME in Indonesia deserves due attention.


Classroom study Educational borrowing Influence of culture Realistic mathematics education 


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Copyright information

© Ministry of Science and Technology, Taiwan 2018

Authors and Affiliations

  1. 1.Faculty of Education and LanguageAtma Jaya Catholic University of IndonesiaJakarta PusatIndonesia
  2. 2.Faculty of EducationThe University of Hong KongPokfulamHong Kong

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