Realistic Mathematics Education in Vietnam: Recent Policies and Practices

Tien-Trung  Nguyen; Thao Phuong Thi  Trinh; Hang Thu Vu  Ngo; Ngoc-Anh  Hoang; Trung  Tran; Hiep-Hung  Pham; Van-Nghi  Bui

doi:10.18488/journal.61.2020.81.57.71

Authors

Tien-Trung Nguyen Vietnam Journal of Education, Hanoi, Vietnam; Institute of Theoretical and Applied Research, Duy Tan University, Hanoi, Vietnam https://orcid.org/0000-0002-3320-8962
Thao Phuong Thi Trinh Thai Nguyen University of Education, Thai Nguyen, Vietnam https://orcid.org/0000-0001-6277-4907
Hang Thu Vu Ngo Hanoi National University of Education, Hanoi, Vietnam
Ngoc-Anh Hoang Tay Bac University, Son La, Vietnam
Trung Tran Vietnam Academy for Ethnic Minorities, Hanoi, Vietnam https://orcid.org/0000-0002-0459-7284
Hiep-Hung Pham Phu Xuan University, Hue, Vietnam https://orcid.org/0000-0003-3300-7770
Van-Nghi Bui Hanoi National University of Education, Hanoi, Vietnam https://orcid.org/0000-0001-7599-946X

DOI:

https://doi.org/10.18488/journal.61.2020.81.57.71

Abstract

The aims of this study are two-fold. First, the existing literature is reviewed to establish a framework with which to evaluate the evolution of Realistic Mathematics Education (RME) in terms of policies and practices. The framework comprises four factors: (i) national vision and strategy; (ii) curriculum and educational materials; (iii) tests and examinations; and (iv) teacher training programs. Second, this framework was used to analyze RME implementation in Vietnam, based on data obtained from document analysis and participant observation. From the experiences of other countries, several sustainable and suitable guidelines are proposed for the further practical and efficient application of RME in Vietnam. This study also outlines some possible directions for future RME research.