Implementing RME has a large positive overall effect on students' mathematical abilities compared to conventional approaches (g = 0.97)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i2medium
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 i2 Across 54 independent samples from 38 studies, RME implementation shows an overall effect size of 0.97 (large effect) on pupils' mathematical abilities. → 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 · i2 · quant-synthesis · r3
Meta-analysis of 54 effect sizes from 38 experimental studies with control classes, estimated with a random-effects model in CMA software. The pooled Hedges's g was "0.97" with a 95% CI of 0.80-1.14; the fixed-effects estimate was 0.67 with significant heterogeneity (Q = 487.19, p = 0.00).
"The resulting analysis (see Table 3) found that this study's overall effect size is measured at 0.97 based on the random -effect model, which suggests that RME implementation has a major positive effect on the mathematical abilities of students."
Discussion¶
Related Claims¶
- Innovative learning models produce a large pooled effect on mathematical and statistical critical thinking compared with conventional instruction — related
- RME effects are larger in studies with small samples (30 or fewer) than large samples (31 or more) — a narrower finding that bears on this claim
- RME effects at university level are significantly smaller than at primary and secondary levels — related
- RME learning has a large positive overall effect on Indonesian students' mathematical literacy (g = 1.031) — related
- RME is more effective in Indonesia, Malaysia, Turkey, and Thailand than in Greece and the United States — related
- Class capacity does not significantly moderate the effect of RME on mathematical literacy — related
- RME combined with mathematical software yields larger effects than RME alone or RME with other methods — related
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