In order to help teachers to implement a Realistic Mathematics Education (RME), a collaborative work can be done by lecturers and ‘expert’ teachers. They could collaborate in designing learning trajectories, lesson plans and then recording videos on how the ‘expert’ teachers implement those lesson plans. Furthermore, the lesson plans and the videos can be used as the guidelines for other teachers. The use of teaching videos as the guidelines could be maximized when it is supported by teachers' understanding of the characteristics of RME. The subjects of this study are three primary school teachers in Banda Aceh and Aceh Besar, Indonesia. The research used a questionnaire and interview as the instruments. The results show that teachers’ understanding of the characteristics of RME does not fit with theory of RME. There is a lack of understanding concerning the meaning of real life problem, the learning trajectory of how to bring student from the informal to the formal knowledge, and the intertwinement. The implication of this study is that teacher educators should assist teachers to understand the characteristics of RME and to design the learning trajectory in teaching mathematics at primary schools. This should be a major attention to be included in each workshop for teachersarticle.
Teachers’ understanding, Video of mathematics teaching, Realistic mathematics education
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