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A Meta-Analysis of the Effects of Realistic Mathematics Education-based Teaching on Mathematical Achievement of Students in Turkey

Yıl 2021, Cilt: 9 Sayı: 17, 300 - 326, 27.04.2021
https://doi.org/10.18009/jcer.844906

Öz

The aim of the current study is to determine the effect of realistic mathematics education-based teaching on students' mathematics achievement. For this purpose, a meta-analysis method, which allows combining the results of a series of studies on a subject, was used in the study. A total of 40 scientific publications, 27 thesis and 13 articles, which are suitable for the research problem, were included in the sample of the study. The publications conducted on mathematics achievement in 2020 and earlier in Turkey were used in the study. Process effectiveness method of meta-analysis was employed in the analysis of data and Hedges’s g was used in the calculation of effect size of the study. In determination of the publication bias of the studies included in the meta-analysis, the funnel plot and Rosenthal’s Fail-Safe N-FSN statistics were examined together. In order to determine whether the distribution of the effect sizes is homogenous or not, the results of Q statistic were investigated. As a result, the effect sizes are homogeneously distributed. Therefore, fixed effect model was used. As stated in the fixed effects model, the overall effect size value is 0.760 with a 0.041 level of standard error. As a result of the study, the effect of teaching activities based on realistic mathematics education on mathematical achievement is at a positive medium level.

Kaynakça

  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Çelik, S. (2013). İlköğretim matematik derslerinde kullanılan alternatif öğretim yöntemlerinin akademik başarıya etkisi: Bir meta analiz çalışması [The effect of alternative teaching methods used in elementary mathematics classes on academic success: A meta analysis study] (Unpublished master’s thesis). Eskişehir Osmangazi University, Eskişehir.
  • De Corte, E. (2000). Fostering cognitive growth. A perspective from research on mathematics learning and instruction. In P. K. Smith, & A. D. Pellegrini (Eds.), Psychology of education major themes (pp. 251-270). London: Routledge Falmer.
  • De Lange, J. (1987). Mathematics, insight and meaning. Utrecht, the Netherlands: OW & OC, Utrecht University.
  • Demir, G. (2017). Gerçekçi matematik eğitimi yaklaşımının meslek lisesi öğrencilerinin matematik kaygısına, matematik özyeterlik algısına ve başarısına etkisi [The effect of realistic mathematics education approach on mathematical anxiety, mathematical self-efficacy perceptions and achievement of vocational high school students] (Unpublished master’s thesis). Adnan Menderes University, Aydın.
  • Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43(4), 471-482. https://doi.org/10.1007/s11858-011-0309-6
  • Ellis, P. D. (2010). The essential guide to effect sizes. Statistical power, meta-analysis, and the interpretation of research result. New York: Cambridge University Press.
  • Fauzan, A. (2002). Applying realistic mathematics education (RME) in teaching geometry in Indonesian primary schools (Doctoral dissertation). The Netherlands, Enschede: University of Twente.
  • Freudenthal, H. (1971). Geometry between the devil and the deep sea. Educational Studies in Mathematics, 3(3/4), 413-435. Retrieved from http://www.jstor.org/stable/3482035
  • Freudenthal, H. (1973). Mathematics as an educational task. Dordrecht: Reidel.
  • Freudenthal, H. (1991). Revisiting mathematics education. China lectures. The Netherlands, Dordrecht: Kluwer Academic.
  • Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. https://doi.org/10.3102/0013189X005010003
  • Gravemeijer, K. (1994). Developing realistic mathematics education (Doctoral dissertation). Utrecht: CD β-Press/Freudenthal Institute.
  • Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematic, 39, 111-129. https://doi.org/10.1023/A:1003749919816
  • Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777- 796. https://doi.org/10.1080/00220270050167170
  • Harrer, M., Cuijpers, P., Furukawa, T. A., & Ebert, D. D. (2019). Doing meta-analysis in R: A hands-on guide. doi:10.5281/zenodo.2551803. https://bookdown.org/MathiasHarrer/Doing_Meta_Analysis_in_R/
  • Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis. Correcting error and bias in research findings. Thousand Oaks, CA: Sage publications.
  • Kaplan, A., Duran, M., Doruk, M., & Öztürk, M. (2015). Gerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması [Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis study]. International Journal of Human Sciences, 12(2), 187-206. https://doi.org/10.14687/ijhs.v12i2.3300
  • Korkmaz, E. (2017). Dönüşüm geometrisi konularının gerçekçi matematik eğitimi (GME) etkinlikleriyle işlenmesinin öğrenci başarısına ve matematik tutumuna etkisi [The effect of processing transformation geometry topics with realistic mathematics education (RME) activities on students' success and mathematics attitude] (Unpublished doctoral dissertation). İnönü University, Malatya.
  • Le, T. A. (2006). Applying realistic mathematics education in Vietnam: Teaching middle school geometry (Doctoral dissertation). Potsdam: Mathematisch-Naturwissenschaftlichen Fakultät der Universität Potsdam.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage publications.
  • Mertens, D. M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. USA: Sage publications.
  • Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative meta-analysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450-1462. https://doi.org/10.1177/01461672012711006
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Organization for Economic Co-operation and Development [OECD]. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264190511-en
  • Özdemir, Z. B. (2020). Türkiye’de gerçekçi matematik eğitiminin matematik başarısına etkisi üzerine bir meta analiz çalışması [A meta-analysis study on the effect of mathematics achievement on realistic mathematics education in Turkey] (Unpublished master’s thesis). Marmara University, İstanbul.
  • Pigott, T. (2012). Advances in meta-analysis. New York: Springer Science & Business Media.
  • Piht, S., & Eisenschmidt, E. (2008). Pupils’ attitudes toward mathematics: Comparative research between Estonian and Finnish practice schools. Problems of Education in the 21st Century, 9, 97-106.
  • Rosenthal, R. (1991). Meta-analytic procedures for social research. California: Sage Publication.
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. Chichester, UK: John Wiley & Sons.
  • Sánchez-Meca, J., & Marín-Martínez, F. (2010). Meta analysis. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 274-282). Oxford: Elsevier.
  • Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM Mathematics Education, 40(6), 927-939. https://doi.org/10.1007/s11858-008-0125-9
  • Soric, I., & Palekcic, M. (2009). The role of students’ interest in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions. European Journal of Psychology of Education, 24(4), 545-565.
  • Tamur, M., Juandi, D., & Adem, A. M. G. (2020). Realistic mathematics education in Indonesia and recommendations for future implementation: A meta-analysis study. JTAM (Jurnal Teori dan Aplikasi Matematika), 4(1), 17-27. https://doi.org/10.31764/jtam.v4i1.1786
  • Taş, T. E. (2018). Gerçekçi matematik eğitimi destekli öğretim yönteminin ilköğretim 6. sınıf öğrencilerinin matematik başarılarına ve tutumlarına etkisi [The effects of realistic mathematics educations on 6 th grade students’ achievements] (Unpublished master’s thesis). Çukurova University, Adana.
  • Treffers, A. (1978). Wiskobas doelgericht [Wiskobas goal directed]. IOWO, Utrecht.
  • Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics-The Wiskobas Project. Dordrecht, The Netherlands: Reidel.
  • Treffers, A. (1991). Didactical background of a mathematics program for Primary Education. In L. Streefland (Ed.), Realistic mathematics education in primary schools (pp. 21-56). Utrecht: CD β-Press/Freudenthal Institute.
  • Treffers, A. (1993). Wiskobas and Freudenthal realistic mathematics education. In L. Streefland (Ed.) The legacy of Hans Freudenthal (pp. 89–108). Dordrecht: Springer.
  • Van den Heuvel-Panheuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35. https://doi.org/10.1023/B:EDUC.0000005212.03219.dc
  • Van den Heuvel-Panhuizen, M. (2001). Realistic mathematics education as work in progress. In F. L. Lin (Ed.), Common sense in mathematics education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education (pp. 1-43). Taipei, Taiwan: National Taiwan Normal University.
  • Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 521-525). Dordrecht: Springer Science+Business Media.
  • Yorulmaz, A. (2018). Gerçekçi matematik eğitiminin ilkokul dördüncü sınıf öğrencilerinin dört işlem becerilerindeki hatalarının giderilmesine etkisi [The impact of realistic mathematics education on correcting the mistakes in number operations skills of fourth grade primary school students] (Unpublished doctoral dissertation). Marmara University, İstanbul.

A Meta-Analysis of the Effects of Realistic Mathematics Education-based Teaching on Mathematical Achievement of Students in Turkey

Yıl 2021, Cilt: 9 Sayı: 17, 300 - 326, 27.04.2021
https://doi.org/10.18009/jcer.844906

Öz

The aim of the current study is to determine the effect of realistic mathematics education-based teaching on students' mathematics achievement. For this purpose, a meta-analysis method, which allows combining the results of a series of studies on a subject, was used in the study. A total of 40 scientific publications, 27 thesis and 13 articles, which are suitable for the research problem, were included in the sample of the study. The publications conducted on mathematics achievement in 2020 and earlier in Turkey were used in the study. Process effectiveness method of meta-analysis was employed in the analysis of data and Hedges’s g was used in the calculation of effect size of the study. In determination of the publication bias of the studies included in the meta-analysis, the funnel plot and Rosenthal’s Fail-Safe N-FSN statistics were examined together. In order to determine whether the distribution of the effect sizes is homogenous or not, the results of Q statistic were investigated. As a result, the effect sizes are homogeneously distributed. Therefore, fixed effect model was used. As stated in the fixed effects model, the overall effect size value is 0.760 with a 0.041 level of standard error. As a result of the study, the effect of teaching activities based on realistic mathematics education on mathematical achievement is at a positive medium level.

Kaynakça

  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Çelik, S. (2013). İlköğretim matematik derslerinde kullanılan alternatif öğretim yöntemlerinin akademik başarıya etkisi: Bir meta analiz çalışması [The effect of alternative teaching methods used in elementary mathematics classes on academic success: A meta analysis study] (Unpublished master’s thesis). Eskişehir Osmangazi University, Eskişehir.
  • De Corte, E. (2000). Fostering cognitive growth. A perspective from research on mathematics learning and instruction. In P. K. Smith, & A. D. Pellegrini (Eds.), Psychology of education major themes (pp. 251-270). London: Routledge Falmer.
  • De Lange, J. (1987). Mathematics, insight and meaning. Utrecht, the Netherlands: OW & OC, Utrecht University.
  • Demir, G. (2017). Gerçekçi matematik eğitimi yaklaşımının meslek lisesi öğrencilerinin matematik kaygısına, matematik özyeterlik algısına ve başarısına etkisi [The effect of realistic mathematics education approach on mathematical anxiety, mathematical self-efficacy perceptions and achievement of vocational high school students] (Unpublished master’s thesis). Adnan Menderes University, Aydın.
  • Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM Mathematics Education, 43(4), 471-482. https://doi.org/10.1007/s11858-011-0309-6
  • Ellis, P. D. (2010). The essential guide to effect sizes. Statistical power, meta-analysis, and the interpretation of research result. New York: Cambridge University Press.
  • Fauzan, A. (2002). Applying realistic mathematics education (RME) in teaching geometry in Indonesian primary schools (Doctoral dissertation). The Netherlands, Enschede: University of Twente.
  • Freudenthal, H. (1971). Geometry between the devil and the deep sea. Educational Studies in Mathematics, 3(3/4), 413-435. Retrieved from http://www.jstor.org/stable/3482035
  • Freudenthal, H. (1973). Mathematics as an educational task. Dordrecht: Reidel.
  • Freudenthal, H. (1991). Revisiting mathematics education. China lectures. The Netherlands, Dordrecht: Kluwer Academic.
  • Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. https://doi.org/10.3102/0013189X005010003
  • Gravemeijer, K. (1994). Developing realistic mathematics education (Doctoral dissertation). Utrecht: CD β-Press/Freudenthal Institute.
  • Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematic, 39, 111-129. https://doi.org/10.1023/A:1003749919816
  • Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777- 796. https://doi.org/10.1080/00220270050167170
  • Harrer, M., Cuijpers, P., Furukawa, T. A., & Ebert, D. D. (2019). Doing meta-analysis in R: A hands-on guide. doi:10.5281/zenodo.2551803. https://bookdown.org/MathiasHarrer/Doing_Meta_Analysis_in_R/
  • Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis. Correcting error and bias in research findings. Thousand Oaks, CA: Sage publications.
  • Kaplan, A., Duran, M., Doruk, M., & Öztürk, M. (2015). Gerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması [Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis study]. International Journal of Human Sciences, 12(2), 187-206. https://doi.org/10.14687/ijhs.v12i2.3300
  • Korkmaz, E. (2017). Dönüşüm geometrisi konularının gerçekçi matematik eğitimi (GME) etkinlikleriyle işlenmesinin öğrenci başarısına ve matematik tutumuna etkisi [The effect of processing transformation geometry topics with realistic mathematics education (RME) activities on students' success and mathematics attitude] (Unpublished doctoral dissertation). İnönü University, Malatya.
  • Le, T. A. (2006). Applying realistic mathematics education in Vietnam: Teaching middle school geometry (Doctoral dissertation). Potsdam: Mathematisch-Naturwissenschaftlichen Fakultät der Universität Potsdam.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage publications.
  • Mertens, D. M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. USA: Sage publications.
  • Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative meta-analysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450-1462. https://doi.org/10.1177/01461672012711006
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Organization for Economic Co-operation and Development [OECD]. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264190511-en
  • Özdemir, Z. B. (2020). Türkiye’de gerçekçi matematik eğitiminin matematik başarısına etkisi üzerine bir meta analiz çalışması [A meta-analysis study on the effect of mathematics achievement on realistic mathematics education in Turkey] (Unpublished master’s thesis). Marmara University, İstanbul.
  • Pigott, T. (2012). Advances in meta-analysis. New York: Springer Science & Business Media.
  • Piht, S., & Eisenschmidt, E. (2008). Pupils’ attitudes toward mathematics: Comparative research between Estonian and Finnish practice schools. Problems of Education in the 21st Century, 9, 97-106.
  • Rosenthal, R. (1991). Meta-analytic procedures for social research. California: Sage Publication.
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. Chichester, UK: John Wiley & Sons.
  • Sánchez-Meca, J., & Marín-Martínez, F. (2010). Meta analysis. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 274-282). Oxford: Elsevier.
  • Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM Mathematics Education, 40(6), 927-939. https://doi.org/10.1007/s11858-008-0125-9
  • Soric, I., & Palekcic, M. (2009). The role of students’ interest in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions. European Journal of Psychology of Education, 24(4), 545-565.
  • Tamur, M., Juandi, D., & Adem, A. M. G. (2020). Realistic mathematics education in Indonesia and recommendations for future implementation: A meta-analysis study. JTAM (Jurnal Teori dan Aplikasi Matematika), 4(1), 17-27. https://doi.org/10.31764/jtam.v4i1.1786
  • Taş, T. E. (2018). Gerçekçi matematik eğitimi destekli öğretim yönteminin ilköğretim 6. sınıf öğrencilerinin matematik başarılarına ve tutumlarına etkisi [The effects of realistic mathematics educations on 6 th grade students’ achievements] (Unpublished master’s thesis). Çukurova University, Adana.
  • Treffers, A. (1978). Wiskobas doelgericht [Wiskobas goal directed]. IOWO, Utrecht.
  • Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics-The Wiskobas Project. Dordrecht, The Netherlands: Reidel.
  • Treffers, A. (1991). Didactical background of a mathematics program for Primary Education. In L. Streefland (Ed.), Realistic mathematics education in primary schools (pp. 21-56). Utrecht: CD β-Press/Freudenthal Institute.
  • Treffers, A. (1993). Wiskobas and Freudenthal realistic mathematics education. In L. Streefland (Ed.) The legacy of Hans Freudenthal (pp. 89–108). Dordrecht: Springer.
  • Van den Heuvel-Panheuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35. https://doi.org/10.1023/B:EDUC.0000005212.03219.dc
  • Van den Heuvel-Panhuizen, M. (2001). Realistic mathematics education as work in progress. In F. L. Lin (Ed.), Common sense in mathematics education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education (pp. 1-43). Taipei, Taiwan: National Taiwan Normal University.
  • Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 521-525). Dordrecht: Springer Science+Business Media.
  • Yorulmaz, A. (2018). Gerçekçi matematik eğitiminin ilkokul dördüncü sınıf öğrencilerinin dört işlem becerilerindeki hatalarının giderilmesine etkisi [The impact of realistic mathematics education on correcting the mistakes in number operations skills of fourth grade primary school students] (Unpublished doctoral dissertation). Marmara University, İstanbul.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Sedat Turgut 0000-0002-6612-9320

Yayımlanma Tarihi 27 Nisan 2021
Gönderilme Tarihi 22 Aralık 2020
Kabul Tarihi 25 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 9 Sayı: 17

Kaynak Göster

APA Turgut, S. (2021). A Meta-Analysis of the Effects of Realistic Mathematics Education-based Teaching on Mathematical Achievement of Students in Turkey. Journal of Computer and Education Research, 9(17), 300-326. https://doi.org/10.18009/jcer.844906

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