RME is more effective in Indonesia, Malaysia, Turkey, and Thailand than in Greece and the United States¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Geographical region moderated effects (Qb = 70.06, p = 0.00): Indonesia g = 1.07, Thailand g = 1.437, Turkey g = 1.172, Malaysia g = 0.98, versus Greece g = 0.40 and the United States g = 0.42. → Juandi 2022
Evidence¶
Juandi 2022¶
Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A Meta-Analysis of the Last Two Decades of Realistic Mathematics Education Approaches. International Journal of Instruction, 15(1), 381-400. https://doi.org/10.29333/iji.2022.15122a
q3 · i? · quant-synthesis · r3
Moderator analysis across six countries of implementation; Indonesia contributed 43 of 54 samples (78% of studies). The authors state the discrepancy could be explained by cultural or other factors that have not been identified.
"It appears that RME has achieved a high level of effectiveness when implemented in Indonesia, Malaysia, Turkey, and Thailand. Meanwhile, the RME applied in Greece and the United States has little effect."
Discussion¶
Related Claims¶
- The effect of constructivist learning models on student outcomes varies significantly by location, with Turkey (ES=.87) and Indonesia (ES=1.07) showing high-level effects and China (ES=.58) and mixed-country samples (ES=.67) medium-level effects — related
- Geographical region does not significantly moderate the effect of constructivism on attitudes towards lessons — related
- Geographical location does not significantly moderate the effect of RME on mathematical literacy — related
- Implementing RME has a large positive overall effect on students' mathematical abilities compared to conventional approaches (g = 0.97) — related
- Effect of MIT-based instruction does not differ significantly across Turkey's geographical regions — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.