Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach

Rumeysa Çiloğlu; Himmet Korkmaz; Ali İhsan Mut

Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach

Abstract

The purpose of this study is to investigate the levels of mathematical communication demonstrated by sixth-grade students in the context of instructional activities grounded in the principles of Realistic Mathematics Education. There are several skills that mathematics education aims to develop in students. Mathematical communication skill is one of these skills. Among the aims of realistic mathematics education is to encourage students to actively participate in the learning process and to make sense of mathematical knowledge in real-life situations. In this study, the case study method, one of the qualitative research methods, was used. The study was carried out during the 2022–2023 academic year at a public middle school located in the Southeastern Anatolia Region, involving 12 students who were selected through convenience sampling. Data were collected through realistic mathematics education problems, interviews, audio recordings, and observations and were subjected to descriptive analysis and content analysis in line with the problems of the study. In individual applications, students’ mathematical communication levels were found to be below zero, inadequate, and partially adequate, while in group work, mathematical communication levels were found to be partially adequate, adequate, and constructive. As a result of the study, it was seen that students’ mathematical communication levels were at lower levels in realistic mathematics education problems in which they worked individually, while students’ mathematical communication levels were at higher levels in group work. In individual tasks, students’ levels of mathematical communication were observed to range from below zero to partially adequate, whereas in collaborative group activities, their communication levels ranged from partially adequate to constructive. The findings indicate that students demonstrated lower levels of mathematical communication when engaging with Realistic Mathematics Education (RME) tasks individually, while their communication skills improved notably during group-based problem-solving processes. Based on these results, suggestions were made to increase mathematical communication levels.

Keywords

References

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Details

Primary Language

English

Subjects

Mathematics Education

Journal Section

Research Article

Authors

Rumeysa Çiloğlu
0009-0006-2035-0472
Türkiye

Himmet Korkmaz ^*
0000-0002-7495-8452
Türkiye

Ali İhsan Mut
0000-0001-5535-9174
Türkiye

Early Pub Date

July 31, 2025

Publication Date

July 31, 2025

Submission Date

April 29, 2025

Acceptance Date

June 29, 2025

Published in Issue

Year 2025 Volume: 14 Number: 3

IZ

https://izlik.org/JA23YX74WF

Cite

RIS / Bibtex

APA

Çiloğlu, R., Korkmaz, H., & Mut, A. İ. (2025). Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach. Bartın University Journal of Faculty of Education, 14(3), 939-959. https://izlik.org/JA23YX74WF

AMA

1.Çiloğlu R, Korkmaz H, Mut Aİ. Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach. BUEFAD. 2025;14(3):939-959. https://izlik.org/JA23YX74WF

Chicago

Çiloğlu, Rumeysa, Himmet Korkmaz, and Ali İhsan Mut. 2025. “Evaluation of 6th Grade Students’ Mathematical Communication Levels Within the Framework of Realistic Mathematics Education Approach”. Bartın University Journal of Faculty of Education 14 (3): 939-59. https://izlik.org/JA23YX74WF.

EndNote

Çiloğlu R, Korkmaz H, Mut Aİ (July 1, 2025) Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach. Bartın University Journal of Faculty of Education 14 3 939–959.

IEEE

[1]R. Çiloğlu, H. Korkmaz, and A. İ. Mut, “Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach”, BUEFAD, vol. 14, no. 3, pp. 939–959, July 2025, [Online]. Available: https://izlik.org/JA23YX74WF

ISNAD

Çiloğlu, Rumeysa - Korkmaz, Himmet - Mut, Ali İhsan. “Evaluation of 6th Grade Students’ Mathematical Communication Levels Within the Framework of Realistic Mathematics Education Approach”. Bartın University Journal of Faculty of Education 14/3 (July 1, 2025): 939-959. https://izlik.org/JA23YX74WF.

JAMA

1.Çiloğlu R, Korkmaz H, Mut Aİ. Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach. BUEFAD. 2025;14:939–959.

MLA

Çiloğlu, Rumeysa, et al. “Evaluation of 6th Grade Students’ Mathematical Communication Levels Within the Framework of Realistic Mathematics Education Approach”. Bartın University Journal of Faculty of Education, vol. 14, no. 3, July 2025, pp. 939-5, https://izlik.org/JA23YX74WF.

Vancouver

1.Rumeysa Çiloğlu, Himmet Korkmaz, Ali İhsan Mut. Evaluation of 6th Grade Students’ Mathematical Communication Levels within the Framework of Realistic Mathematics Education Approach. BUEFAD [Internet]. 2025 Jul. 1;14(3):939-5. Available from: https://izlik.org/JA23YX74WF