### The Effects of Realistic Mathematics Education on Students’ Math Self Reports in Fifth Grades Mathematics Course

#### Abstract

The aim of this research is to analyze the effects of realistic mathematics education on students’ self-reports on the ‘numbers and operation’ unit of the 5th grades mathematics course. For this reason, two classes were randomly identified. After seeing that the groups were equivalent using the Achievement Test of Group Equivalency (ATGE), Achievement Test of Learning Domain (ATLD) and Mathematics Self-Report Inventory (MSRI) were applied to both groups. The application was continued for 7 weeks until the end of unit. The experimental group was learned the unit using the Realistic Mathematics Education (RME) based activities. On the other hand, the control group was taught the unit using the course book suggested by the Ministry of Education. Learning area achievement test and mathematics self-report inventory were conducted again as posttests, and the results were evaluated by comparing them with the pre-test results. After this comparison, it was seen that self-reports of the students who were taught in accordance with the Realistic Mathematics Education were higher than the students who were taught by classical methods.

#### Full Text:

PDF#### References

Akın, A. (2011). Developing Mathematics Self Report Inventory for Elementary Education middle school students and analysis with respect to certain variables. Master's Thesis, Akdeniz University, Institute of Social Sciences, Antalya.

Akkaya, R. (2010). Analysis of the concepts in probability and statistical learning domains with respect to knowledge formation process as per realistic mathematics education and constructivist theory. PhD Thesis, Uludağ University, Institute of Social Sciences, Bursa.

Akyüz, M.C. (2010). Effects of Realistic Mathematics Education (RME) method on teaching of middle education 12th grade mathematics (integral unit) course with respect to students' achievement level. Master's Thesis, Yüzüncü Yıl University, Institute of Physical Sciences, Van.

Altun, M. (2006). Advancements in mathematics education. Uludağ University Faculty of Education Periodicals, 19(2), 223-238.

Arseven, A. (2010). Effects of Realistic Mathematics education on the outcomes of cognitive and affective learning. PhD Thesis, Hacettepe University, Institute of Social Sciences, Ankara.

Atkinson, J. W. (1964). An introduction to motivation. England: Van Nostrand.

Aydın, A., Development and Learning Psychology, Alfa Publications, İstanbul, 2001.

Bıldırcın, V. (2012). Effects of Realistic Mathematics Education (RME) approach on teaching length, size and volume concepts among elementary education fifth grade students. Master's Thesis, Ahi Evran University, Institute of Social Sciences, Kırşehir.

Bindak, R., “İlköğretim Öğrencileri için Matematik Kaygısı Ölçeği”, Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, Cilt. 17, No. 2, 2005, 442–448.

Büyüköztürk, Ş., Bökeoğlu Ö. Ç. & Köklü N. (2009). A pocket manual for social sciences data analysis. Ankara: Pegem A.

Cansız, Ş. (2015). Effects of Realistic Mathematics Education approach on students' mathematics achievement and creative thinking skills. PhD Thesis, Atatürk University, Institute of Educational Sciences, Erzurum.

Cavallo, A.M.L., Miller, R. B., Saunders, G., “Motivation and Affect toward Learning Science among Preservice Elementary School Teachers: Implications for Classroom Teaching”, Journal of Elementary Science Education, Vol. 14, No. (2), 2002, 25–38.

Chouinard, R., Karsenti, T., Roy, N., “Relations among Competence Beliefs, Utility Value, Achievement Goals, and Effort ın Mathematics”, British Journal of Educational Psychology, Vol. 77, 2007, 501-517.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Earlbaum Associates.

Çakır, P. (2013). Effects of Realistic Mathematics Education approach on the gain scores and motivation levels of Elementary Education 4th grade students. Master's Thesis, Dokuz Eylül University, Institute of Educational Sciences, İzmir.

Demirdöğen, N., & Kaçar, A. (2010). The effect of Realistic Mathematics Education approach on students' achievement level while teaching fraction concept to Elementary Education 6th grade students. Erzincan Faculty of Education Periodicals, 12(1), 57-74.

Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors, In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: W. H. Freeman.

Eccles J. S., Barber, B., Jozefowicz, D., Linking Gender to Educational, Occupational, and Recreational Choices: Applying the Eccles et al. Model of Achievement-Related Choices. In Sexism and Stereotypes in Modern Society: The Gender Science of Janet Taylor Spence, ed. WB Swann, JH Langlois, LA Gilbert, pp. 153–192. Washington, DC: Psychology Association, 1998.

Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.

Eccles, J. S., Wigfield, A., Harold, R. D., Blumenfeld, P., “Age and Gender Differences in Children's Self and Task Perceptions During Elementary School”, Child Development, Vol. 64, 1993, 830-847.

Fauzan, A. (2002). Applying realistic mathematics education (RME) in teaching geometry in Endonesian primary schools. Doctoral dissertation, University of Twente, Enschede.

Gökcül, M. (2007). Effects of Keller’s ARCS motivational model based model software on the achievement and permanency of mathematics education. Master's Thesis, Çukurova University, Institute of Social Sciences, Adana.

Gravemeijer, K.P.E., & Doorman, L.M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1-3), 111-129.

Greene, B. A., DeBacker, T. K., Ravindran, B., & Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40(5-6), 421-458.

Handel, R. D., Achievement Attitudes in Mathematics and Science: Relationship between Self-Perceptions, Aspirations, and Extra-Curricular Activities, Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA., 1986.

Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational research, 60(4), 549-571.

Luttrell, V., Callen, B., Allen, C., Wood, M., Deeds, D. and Richard, D., “The Mathematics Value Inventory for General Education Students: Development and Initial Validation”, Educational And Psyhological Measurument, Vol. 70, No. 1, 2010, 142–160.

Mason, L., “High School Students’ Beliefs about Maths, Mathematical Problem Solving,

and Their Achievement in Maths: A Cross-Sectional Study”, Educational Psychology, Vol. 23, No. 1, 2003, 73–85.

Özsoy, G. (2007). Effect of teaching metacognition strategies in Elementary Education fifth grade students on problem solving achievement level of students. PhD Thesis, Gazi University, Institute of Educational Sciences, Ankara.

Özsoy, S. & Özsoy, G. (2013). Reporting effect size in educational studies. Elementary Education Online Journal, 12(2).

Pintrich, P. R., Schunk, D. H., Motivation in education: Theory, Research, and Applications, Upper Saddle River, NJ: Prentice Hall, USA, 2002.

Richardson, F. C., Suinn, R. M., The Mathematics Anxiety Rating Scale: Psychometric Data. Journal of Counseling Psychology,Vol. 19, 1972, 551–554.

Schiefele, U. (1991). Interest, learning, and motivation. Educational psychologist, 26(3-4), 299-323.

Tekin, H. (1993). Measurement and evaluation in education. Ankara: Yargı.

Turgut, F. (1984). Measurement and evaluation methods in education. Ankara: Saydam.

Uça, S. (2014). Realistic Mathematics Education in comprehension of decimal fractions among students: A design research. PhD Thesis, Adnan Menderes University, Institute of Social Sciences, Aydın.

Üzel, D., & Uyangör, S. M. (2006). Attitudes of 7th class students toward mathematics in realistic mathematics education. International Mathematical Forum, 1(39), 1951-1959.

Watt, H. M. G., “Measuring Attitudinal Change in Mathematics and English Over The 1st Year of Junior High School: A Multidimensional Analysis”, Journal of Experimental Education, Vol. 68, No. 4, 2000, 331–361.

Wigfield, A, Eccles J. S., Yoon, K. S., Harold, R. D., Arbreton, A., et al., “Changes in Children’s Competence Beliefs and Subjective Task Values across the Elementary School Years: A Three-Year Study”, Journal of Educational Psychology, Vol. 89, 1997, 451–469.

Xiang, P., McBride, R., Guan, J., & Solmon, M. (2003). Children's motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Exercise and Sport, 74(1), 25-35.

Zhu, X. (2009). Examining the relation between student expectancy-value motivation, achievement in middle-school physical education, and after-school physical activity participation, Master’s Thesis, Maryland University, USA.

Zulkardi, (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers. Doctoral Dissertation, University of Twente, Enschede.

### Refbacks

- There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright © 1986 - 2017 by World Council for Curriculum and Instruction (WCCI)

ISSN 1562-0506