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The PRIME Framework: A Design-Based, Pace-Sensitive RME Approach for Inclusive Mathematics in Indonesia

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Title: The PRIME Framework: A Design-Based, Pace-Sensitive RME Approach for Inclusive Mathematics in Indonesia
Language: English
Authors: Pujia Siti Balkist, Turmudi, Al Jupri, Elah Nurlaelah
Source: IAFOR Journal of Education. 2025 13(3):585-613.
Availability: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Inclusion, Mathematics Education, Mathematics Instruction, Teaching Methods, Foreign Countries, Pacing, Multi Tiered Systems of Support, Mathematics Teachers, Teacher Collaboration, Students with Disabilities, Learning Disabilities, Time Factors (Learning)
Geographic Terms: Indonesia, Finland, Netherlands
ISSN: 2187-0594
Abstract: This design research study investigates how pace-sensitive and inclusive mathematics instruction can support students who learn at slower, moderate, and faster paces in Indonesian junior high classrooms. Using the PRIME framework--Profiling, Reconstruction, Implementation, Measurement, and Engagement--the study was implemented across two iterative cycles in two comparable inclusive classes (N = 80, Grade 8). Each cycle employed contextual mathematical tasks integrating local and global themes, such as fishing tides, travel-based time zones, temperature changes, skyscraper scaling, and communal food sharing, all grounded in Realistic Mathematics Education (RME). Students' learning-pace profiles were established through triangulated diagnostics including cognitive screening instruments, self-assessment, teacher interviews, and Level 0 contextual tasks. Within each cycle, descriptive analyses indicated clear improvements in students' representational clarity, strategic reasoning, and movement through the RME phases, particularly among students who initially struggled with abstraction. Cycle 2 demonstrated more substantial gains than Cycle 1, with students exhibiting increased independence, reduced need for teacher prompting, and stronger transitions from "model-of" to "model-for" reasoning. Qualitative thematic analysis further showed enhanced engagement, contextual understanding, and confidence, while teachers reported more manageable routines for differentiation. The findings suggest that learning pace is malleable and responsive to purposeful instructional design. The PRIME framework offers a practical bridge between RME, differentiated instruction, Universal Design for Learning (UDL), and Multi-Tiered Systems of Support (MTSS), providing a feasible model for promoting equitable mathematics learning in resource-variable inclusive classrooms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494189
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The PRIME Framework: A Design-Based, Pace-Sensitive RME Approach for Inclusive Mathematics in Indonesia
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  Data: <searchLink fieldCode="AR" term="%22Pujia+Siti+Balkist%22">Pujia Siti Balkist</searchLink><br /><searchLink fieldCode="AR" term="%22Turmudi%22">Turmudi</searchLink><br /><searchLink fieldCode="AR" term="%22Al+Jupri%22">Al Jupri</searchLink><br /><searchLink fieldCode="AR" term="%22Elah+Nurlaelah%22">Elah Nurlaelah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22IAFOR+Journal+of+Education%22"><i>IAFOR Journal of Education</i></searchLink>. 2025 13(3):585-613.
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  Data: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
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  Data: 29
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Pacing%22">Pacing</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 2187-0594
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  Data: This design research study investigates how pace-sensitive and inclusive mathematics instruction can support students who learn at slower, moderate, and faster paces in Indonesian junior high classrooms. Using the PRIME framework--Profiling, Reconstruction, Implementation, Measurement, and Engagement--the study was implemented across two iterative cycles in two comparable inclusive classes (N = 80, Grade 8). Each cycle employed contextual mathematical tasks integrating local and global themes, such as fishing tides, travel-based time zones, temperature changes, skyscraper scaling, and communal food sharing, all grounded in Realistic Mathematics Education (RME). Students' learning-pace profiles were established through triangulated diagnostics including cognitive screening instruments, self-assessment, teacher interviews, and Level 0 contextual tasks. Within each cycle, descriptive analyses indicated clear improvements in students' representational clarity, strategic reasoning, and movement through the RME phases, particularly among students who initially struggled with abstraction. Cycle 2 demonstrated more substantial gains than Cycle 1, with students exhibiting increased independence, reduced need for teacher prompting, and stronger transitions from "model-of" to "model-for" reasoning. Qualitative thematic analysis further showed enhanced engagement, contextual understanding, and confidence, while teachers reported more manageable routines for differentiation. The findings suggest that learning pace is malleable and responsive to purposeful instructional design. The PRIME framework offers a practical bridge between RME, differentiated instruction, Universal Design for Learning (UDL), and Multi-Tiered Systems of Support (MTSS), providing a feasible model for promoting equitable mathematics learning in resource-variable inclusive classrooms.
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  Data: 2026
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  Data: EJ1494189
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494189
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 585
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Pacing
        Type: general
      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Time Factors (Learning)
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      – SubjectFull: Indonesia
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      – SubjectFull: Finland
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: The PRIME Framework: A Design-Based, Pace-Sensitive RME Approach for Inclusive Mathematics in Indonesia
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              Y: 2025
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