The effect of realistic mathematics education method to the teaching fraction concept in 6th classes of primary education

In this study, the effect on the student?s success of teaching fraction concept with realistic mathematics education method and traditional teaching modal to primary school sixth graders was investigated. The study was carried out with 45 (forty five) students in the sixth grades of Terkehaliller and Siremirçavus Primary Schools in the second term of the 2005-2006 academic year. There were one class of the sixth grades in the schools. By dividing the classes randomly to two an experimental and control group was formed in each class. After the application the statistics were done on one experimental and one control group by combining the experimental and control groups of the two schools. According to the independent t-test of the pre-test points applied to the experimental and control groups before the application a meaningful difference was not seen in the success levels towards the fraction concept. The course that the fraction concept was taught was carried out in a teaching environment with Realistic Mathematics Education principles with the experimental group and a Traditional Education Method with the control group. The independent t-test was used to identify if there was a meaningful difference or not according to the gained post-test points after the application. Furthermore success of both groups on the fraction concept before and after the application was controlled with the pairing t-test. According to the findings of the study, the Realistic Mathematics Education Method was meaningfully effective to the Traditional Teaching Method. At the conclusion of the study some suggestions were made.