Realistic mathematics education-based mathematization, epistemological beliefs, problem-solving skills, and geometry achievement of pre-service mathematics teachers
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Date
2026-02
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Addis Ababa University
Abstract
This study explored the mathematization and mathematical concepts utilized in the community, designed an intervention based on these realitic-based mathematizations, and examined their influence on pre-service mathematics teachers’ epistemological beliefs, problem-solving abilities, and achievements in learning geometry. To achieve this intended objective, an exploratory sequential mixed research design was employed, where the first phase explored the mathematization and mathematical concepts in the community, and the second phase underwent an intervention study in teacher education. Data were collected through semi-structured interviews, observation, a questionnaire, geometry problems, and geometry achievement tests. In phase I, purposive sampling and snowball sampling were utilized, whereas in phase II, purposive and random sampling were utilized. After collecting data, thematic analysis was employed for the qualitative data, and independent t-test, MANOVA, and Pearson correlations were employed for the quantitative data. Measuring, counting, designing, explaining, and locating were the common mathematizing processes; area of plane geometry, congruency and similarity of polygons, rotational and radial symmetry, sector, arc length, and volume of solid figures were some of the mathematical concepts embedded in the activities of the local community. Statistically significant mean differences were observed on pre-service mathematics teachers’ problem-solving skills, geometry achievement, and mathematical epistemological beliefs, indicating that the group taught via RME-based mathematization outperformed those taught via the conventional approach. The MANOVA result also indicated that there were significant mean differences between the treatment groups and comparison group on a linear combination of source, stability, and structure of mathematical knowledge. Qualitative findings revealed that the instruction helped pre-service teachers to adopt both absolutist and fallibilist perspectives on mathematical knowledge. In conclusion, societal and cultural activities are rich in mathematical notions and forms of mathematization. Integrating them into RME-based approaches can benefit pre-service teachers by transforming their mathematical epistemological ideas and enhancing their geometry performance and problem-solving skills. The findings of this study underscore the importance of integrating RME-based mathematization that is rooted in culturally situated practices into teacher education programs to enhance pre-service teachers' problem-solving skills, geometry achievement, and epistemological beliefs. Since emphasis is given to localization and vocational competence in education, among other things, integrating local, societal, and cultural mathematizations into teacher education programs could benefit preservice teachers and the education system. This study also has an implication for the way teacher education curriculum should be designed, and how pre-service teachers should be trained to be competent to deliver locally relevant but meaningful mathematics, while also laying the foundation for further research.
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Realistic mathematics education-based mathematization