The effect of realistic mathematics education on student achievement in 8th grades geometric objects teaching

Abstract

The purpose of this study is to answer if there is a reasonable difference on academical success of students who get education with traditional and RME approach question on “Teaching geometrical objects to 8th grade students” subject. Study group consists of 47 students which contains 21 experimental and 16 control group from “Ordu Anadolu İmam Hatip High School Project School” in Altinordu, Ordu. Experimental and control group have same academical success level, as the school which this study has runned is a school which accepts students with an exam only. After the experimental and control groups were created, a 25 question pre-test was performed to understand the level of knowledge of the group regarding geometrical objects. The same test was performed on the same groups 8 weeks later as retention test. To determine opinions of the students in experimental group regarding RME and related learning activities, semi-structured interviews are conducted. The data obtained from the pretest, posttest and retention tests were analyzed with t-test for independent samples and t-test for dependent samples and variance analysis for mixed measurements with 0.05 significance level. According to the results, it is seen that learning activities prepared according to RME approach are much more effective than learning activities prepared according to the traditional approach on students’ academic success.

Designing a flipped classroom instruction to improve plane geometry learning among pre-service teachers in Ghana

“…A flipped classroom is one of the technology-based teaching instructional techniques whereby teachers record lessons for students to learn on their own and use the class hours for discussions and problem-solving (Atta & Asiedu-Addo, 2021;Arfiana & Wijaya, 2018). Studies have demonstrated that Flipped classroom offers students the opportunity to learn actively and at their own pace (Abeysekera & Dawson, 2015;Aksu & Colak, 2021;Akuffo et al, 2019;Atta & Brantuo, 2021). As pre-service teachers, there is a need for them to appreciate the concept of plane geometry well to impart it to the future leaders of the country, hence the need for this study.…”

“…One of the areas of mathematics that remains a challenge in primary schools is geometry. Most of the studies in this area have also focused on students, especially in secondary school (Aksu & Colak, 2021;Uwurukundo et al, 2022). However, not many studies have been done focusing on pre-service teachers being trained for the primary schools; the present study, therefore, seeks to bring to light the need to enhance the content knowledge of the pre-service teachers for effective delivery.…”

An Investigation of The Connection of Bloom’s Taxonomy to the Core Mathematics Curriculum for Senior High Schools in Ghana

“…Studies have shown that the focus of school mathematics has been on for decades in several countries. Realistic Mathematics Education (RME) was primarily borne out of problemsolving (Aksu & Colak, 2021;Arsaythamby & Zubainur, 2014) and has become a household name in mathematics education. Most of the best-performing countries in the TIMSS assessment project have reviewed their mathematics curriculum to absorb the RME (Mullis et al, 2012) The constructivist theory of learning also links with Bloom's taxonomy since the theory aims to enhance students' knowledge creation based on their previous experience (Adom et al, 2016).…”

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

“…Teaching mathematics in context promotes growth by teaching pupils about their country's values, ideals, history, and culture. Researchers like Aksu and Colak (2021), Huinker (2018), and Kepner (1974) observed that, China, Finland, the United States, and United Kingdom, among others have developed, partly as a result of their contextual mathematics instruction. Since mathematics is used worldwide for national development, several research are being carried out periodically to keep the teaching of school mathematics abreast with time (Japelj Pavesic et al, 2022;Rizqika & Shofyan, 2021).…”

“…Researchers have proposed pedagogies to improve pre-tertiary mathematics teaching. Among them are critical pedagogy (Freire, 2020a;Giroux, 2020), mathematics for social justice (Stinson et al, 2012), realistic mathematics education (Barnes, 2005;Rizqika & Shofyan, 2021), problem-solving approach (Aksu & Colak, 2021;Turgut, 2021), and others. These mathematical learning methods promote inquiry, problem-solving, critical thinking, and investigation.…”