An investigations about teaching conics by approaching realistic mathematics education

Although there was a large number of conics applications in technology and in the daily life, they were not mentioned enough in course applications. For students, well-designed and applied mathematics was needed in order to learn tangible and meaningful and not to see mathematics as a discipline isolated from real life, The aim of this study was to prepare learning environment according to the RME's theory for the lessons which has been taught in high schools and to investigate the prepared teaching implementation and the quality of the mathematical interpretation process in teaching. In this study, it was tried to investigate how RME based conics subject taught, how the content of this lesson prepared, what did students make, which kind of applications was made and what was the positive and negative factors in learning process. For the realization of these, teachers and students experiences were tried to be observed and reported in their natural environment. It was focused on the nature of the activity while these studies was done. Because of this study was a case studies, a form of qualitative descriptive research. The research sample was typical sampling. Therefore 11. class students in Mudanya Turhan Tayan Anatolia High School in Bursa was selected as typical sampling for this study. Pilot application was done in May in 2013-2014 education year and main application was done in May in 2014-2015 education year. Researchers was in observer position in performed application. Interviews, participant observation and document analysis was used as a data collecting tool. After application, students answer papers about application solutions directed them, observer notes, video records about observation and interview was used for the analysis of the gained data. Analysis and interpretation of the data was made by descriptive analysis, a kind of the qualitative data analysis. For use in research RME based context problems about conical topics were produced which were not made before in literature. Increase in the confidence of the lectures, for students not getting worried and avoiding from mathematics and not falling into conceptual errors were seen in this study by the fine creation of lesson fiction and scenario in learning environment designed as a tool with these problems. Mathematics models were not ready, they were emerged as a result of student activities and therefore a qualified mathematics process has been created.