Developing primary school students' metacognition thrugh realistic mathematics education

This study, which aimed to examine in detail how primary school students' metacognitive skills develop when solving mathematical problems through Realistic Mathematics Education and the process of developing these skills, employed an action research design. The study group consisted of nine fourth-grade students attending a public school in Aydın. A pre-assessment was conducted before the study to determine the students in the study group by providing a mathematical problem. Nine fourth-grade students who lacked skills in the metacognitive indicators specified as criteria and who did not have a RAM report were included in the study. Students, divided into groups, worked individually, but interaction with their groupmates was encouraged. Data collection tools in the study included a mathematical problem, a rubric, and a researcher's journal. A think-aloud protocol was implemented when collecting data using math problems. The math problems were prepared in accordance with the Realistic Mathematics Education approach. Following the analysis of the action cycles, a "thinking" card, a "peer thinking" card, and a "self-assessment" card were prepared for the next action plan, and adjustments were made to address any deficiencies in the action plans. The study continued in four action cycles over six weeks. The study concluded that the methods and strategies employed, along with the action plans implemented, improved students' metacognitive skills.