The effect of realistic mathematics education on student achievement in factors and multiples and atti̇tudes towards mathematics

The purpose of this thesis is to investigate the effect of realistic mathematics education on student achievement in factors and multiples and attitudes towards mathematics. For this purpose, two 6th grade classes that have similar academic achievement levels were randomly selected as the control group and the other one as the experimental group from the secondary school. The total number of students participating in this study was 44. For five weeks, the researcher carried out the teaching to the experimental group with activities prepared according to Realistic Mathematics Education (RME), and the control group with traditional teaching activities in accordance with the Ministry of Education (MoNE) program and textbooks. At the end of the implementation, ABT and MTÖ were applied to the groups again, and then the average achievement scores of the student groups were analyzed with the statistically t test. According to the results of this analysis, it was found that there was no statistically significant difference between the experimental group students who were taught with the GME approach and the control group students who were taught traditionally in terms of average mathematics achievement scores. In addition, according to analysis of the mean scores of the mathematics attitude scale, it was determined that there was a statistically significant difference in favor of the experimental group in terms of students' attitudes towards mathematics. In this process, it was observed that the realistic mathematics education had a more positive effect on the students' interest, as it offered a different learning environment to the students.