Examining algebraic thinking of sixth-grade students in realistic mathematics education-based lessons enriched with three-act math tasks

This embedded mixed method study aims to examine the algebraic thinking of sixth-grade students in Realistic Mathematics Education (RME)-based lessons enriched with three-act math tasks and to reveal changes in students' algebra achievement and attitudes toward mathematics. The sixth-grade algebraic expressions topic in the 2018 Ministry of National Education (MoNE) curriculum was taught across five lessons by combining MoNE's objectives with Kaput's (2008) three content strands of algebra: generalized arithmetic, functional thinking, and modeling. The study, involving 46 sixth-grade students, was conducted in a public school during the spring semester of the 2022-2023 academic year. Quantitative data for the study were gathered using the Achievement Test and the Attitude Towards Mathematics Scale, while qualitative data were obtained from in-class discussions, worksheets, observations, and interviews. Qualitative data were analyzed using content analysis to examine students' algebraic thinking, while quantitative data were analyzed with the Paired Samples t-test and Wilcoxon Signed-Rank test to investigate any significant differences in students' algebra achievement and attitudes toward mathematics before and after the lessons. According to the results, the students' post-test achievement and attitude towards mathematics scores were significantly higher than the pre-test, and findings reveal how students' algebraic thinking was during and at the end of the lessons. Moreover, the study showed that these lessons enhance students' learning by sparking curiosity, emphasizing key concepts in the topic, and supporting an active learning environment.