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Yıl 2025, Cilt: 9 Sayı: 20, 169 - 185, 21.07.2025

Tamer Kutluca , Koray Akran

Öz

Kaynakça

  • Akkuş, E. B., & Gök, B. (2024). İlkokul matematik öğretiminde kullanılan dijital teknoloji araçlarının başarıya etkisi–Derleme çalışması [The effect of digital technology tools used in elementary school mathematics teaching on achievement-a review study]. Journal of Computer and Education Research, 12(23), 164–183. https://doi.org/10.18009/jcer.1394932
  • Akran, K., & Obay, M. (2022). Ortaokul matematik ders kitaplarındaki soru türlerinin gerçekçi matematik eğitimine uygunluğunun incelenmesi [Examining the suitability of question types in secondary school mathematics textbooks to realistic mathematics education]. Gazi Eğitim Bilimleri Dergisi, 8(2), 273-305.
  • Altun, M. (2006). Matematik öğretiminde gelişmeler [Advances in mathematics teaching]. Journal of Uludag University Faculty of Education, 19(2), 223-238.
  • Altun, M. (2015). Matematik öğretimi. [Mathematics teaching]. Aktüel Yayıncılık.
  • Bakker, A., & Van Eerde, D. (2015). An introduction to design-based research with an example from statistics education. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education. Springer.
  • Baykul, Y. (2021). İlköğretimde matematik öğretimi [Teaching mathematics in primary education]. Pegem Akademi.
  • Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass/Wiley.
  • Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29(3), 573-604.
  • Cai, J., Kaiser, G., Perry, B., & Wong, N. Y. (2017). Effective mathematics teaching from teachers’ perspectives. Sense Publishers.
  • Coştu, S. (2020). Matematik derslerinde ilişkilendirmenin önemi hakkında 6. sınıf öğrencileri ne söylüyor, ne düşünüyor? [What do 6th grade students say and think about the importance of relating in mathematics lessons?]. Eğitim Bilim ve Araştırma Dergisi, 1(2), 40-63.
  • De Lange, J., 2006. Mathematical literacy for living from OECD-PISA perspective. Tsukuba Journal of Educational Study in Mathematics. Vol. 25. Special Issue on the APECTSUKUBA International Conference "Innovative Teaching Mathematics through Lesson Study" (pp. 13-35). Tokyo, Japan: University of Tsukuba. Retrieved from http://www.human.tsukuba.ac.jp/~mathedu/2503
  • Dewey, J. (1986, September). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.
  • Drijvers, P. (2013). Digital technology in mathematics education: Why it works (or doesn’t). Educational Studies in Mathematics, 82(1), 1–19.
  • Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In S. J. Cho (Ed.), Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 135–151). Springer.
  • Drijvers, P., & Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. In G. Blume & M. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Volume 2 (pp. 363–392). Information Age.
  • Ertem-Akbaş, E. & Yıldırım, L. (2024). Examining 5th grade students' learning on surface area calculations with realistic mathematics education approach. International e-Journal of Educational Studies, 8 (16), 14-31. https://doi.org/10.31458/iejes.1354835
  • Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press. Freudenthal, H. (1973). Mathematics as an educational task. Reidel.
  • Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Reidel.
  • Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Kluwer Academic Publish
  • Freudenthal, H. (2002). Mathematics as an educational task. Springer.
  • Gravemeijer, K. (1994). Developing realistic mathematics education. CD-β Press.
  • Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1-3), 111-129.
  • Güzel, E. B. (2008). The effect of a constructivist approach to mathematics learning on defining science, connecting life and school, learning to learn, learning to speak out and learning to communicate. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 135-149.
  • Hoyles, C., & Lagrange, J. B. (2010). Mathematics education and technology-rethinking the terrain: The 17th ICMI Study. Springer.
  • Kaput, J. J. (1992). Technology and mathematics education. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515-556). Macmillan.
  • Kutluca, T., & Gündüz, S. (2022). Gerçekçi matematik eğitimi yaklaşımının akademik başarıya ve tutuma etkisi üzerine bir meta-analiz çalışması [A meta-analysis study on the effect of realistic mathematics education approach on academic achievement and attitude]. Hacettepe University Journal of Education, 37(2), 802–817. https://doi.org/10.16986/HUJE.2020064976
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lesh, R.A., & Doerr, H.M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (1st ed.). Routledge. https://doi.org/10.4324/9781410607713 Turkish Ministry of National Education (MoNE). (2005). İlköğretim matematik dersi öğretim programı [Elementary Mathematic course curriculum]. Millî Eğitim Bakanlığı.
  • Turkish Ministry of National Education (MoNE). (2018). Ortaokul matematik dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar)[Mathematics curricula-primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade]. Millî Eğitim Bakanlığı.
  • Turkish Ministry of National Education (MoNE). (2024). Ortaokul matematik dersi öğretim programı ((5,6, 7 ve 8. Sınıflar) [Secondary school mathematics curriculum 6th, 7th and 8th grade]. Millî Eğitim Bakanlığı.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. NCTM. https://www.nctm.org/standards/
  • Piaget, J. (1952). The origins of intelligence in children. (M. Cook, Trans.). W W Norton & Co. https://doi.org/10.1037/11494-000
  • Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1-20.
  • Selçik, N., & Bilgici, G. (2011). The effect of the geogebra software on students’ academic achievement. Kastamonu Education Journal, 19(3), 913-924.
  • Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge University Press.
  • Skemp, R. R. (2006). Relational understanding and instrumental understanding. Mathematics Teaching in the Middle School, 12(2), 88-95.
  • Taş, U. E., Arıcı, Ö., Ozarkan, H. B., & Özgürlük, B. (2016). PISA 2015 ulusal raporu [PISA 2015 national report]. Milli Eğitim Bakanlığı.
  • Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics instruction – The Wiskobas Project. Reidel.
  • Üzel, D. (2007). Gerçekçi matematik eğitimi (RME) destekli eğitimin ilköğretim 7. sınıf matematik öğretiminde öğrenci başarısına etkisi [The effect of the education supported by realistic mathematics education on student achievement in mathematics teaching of primary school 7 th class. Unpublished doctoral dissertation]. Balıkesir University, Balıkesir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Van den Heuvel-Panhuizen, 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.
  • Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 521–525). Springer.
  • Von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80(1), 121–140.
  • Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman (Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
  • Wood, T., Cobb, P., & Yackel, E. (1991). Change in teaching mathematics: A case study. American Educational Research Journal, 28(3), 587-616. https://doi.org/10.2307/1163150
  • Zbiek, R. M., Heid, M. K., Blume, G. W., & Dick, T. P. (2007). Research on technology in mathematics education: A perspective of constructs. In F. K. Lester Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning. Information Age Publishing.
  • Zulkardi, Z. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers (Doctoral dissertation). University of Twente, Enschede.

Realistic Mathematics Education and Integration of Digital Tools: A Model Development Study for Secondary School Mathematics Education

Yıl 2025, Cilt: 9 Sayı: 20, 169 - 185, 21.07.2025

Tamer Kutluca , Koray Akran

Öz

This study aims to develop the Interactive Mathematics Learning Model that integrates digital tools with Realistic Mathematics Education. The model is designed specifically for teaching secondary school mathematics and consists of three basic components to make the mathematics learning process more meaningful, interactive and permanent: contextual problem scenarios, mathematical modeling and interactive discovery, and a collaborative and adaptive learning environment. The main purpose of the model is to provide middle school students with mathematical thinking skills through real-life problems, to develop mathematical models and to allow them to test these models with digital manipulatives. The model is supported by digital tools such as virtual reality environments, game-based learning platforms and artificial intelligence-supported analysis systems. Students create mathematical models using digital simulations in their problem-solving processes and make abstract concepts concrete by testing these models. The integration of the model into secondary school mathematics teaching processes aims to develop mathematical thinking skills by providing students with meaningful learning experiences. In this context, it is expected that the model will be tested with pilot applications, its effectiveness will be evaluated and it will offer an innovative approach in mathematics teaching.

Anahtar Kelimeler

Realistic mathematics education digital tools interactive mathematics learning model collaborative and adaptive learning mathematical thinking skills

Etik Beyan

Ethics Committee Decision Due to the scope and method of the study, ethics committee permission was not required.

Kaynakça

  • Akkuş, E. B., & Gök, B. (2024). İlkokul matematik öğretiminde kullanılan dijital teknoloji araçlarının başarıya etkisi–Derleme çalışması [The effect of digital technology tools used in elementary school mathematics teaching on achievement-a review study]. Journal of Computer and Education Research, 12(23), 164–183. https://doi.org/10.18009/jcer.1394932
  • Akran, K., & Obay, M. (2022). Ortaokul matematik ders kitaplarındaki soru türlerinin gerçekçi matematik eğitimine uygunluğunun incelenmesi [Examining the suitability of question types in secondary school mathematics textbooks to realistic mathematics education]. Gazi Eğitim Bilimleri Dergisi, 8(2), 273-305.
  • Altun, M. (2006). Matematik öğretiminde gelişmeler [Advances in mathematics teaching]. Journal of Uludag University Faculty of Education, 19(2), 223-238.
  • Altun, M. (2015). Matematik öğretimi. [Mathematics teaching]. Aktüel Yayıncılık.
  • Bakker, A., & Van Eerde, D. (2015). An introduction to design-based research with an example from statistics education. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education. Springer.
  • Baykul, Y. (2021). İlköğretimde matematik öğretimi [Teaching mathematics in primary education]. Pegem Akademi.
  • Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass/Wiley.
  • Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29(3), 573-604.
  • Cai, J., Kaiser, G., Perry, B., & Wong, N. Y. (2017). Effective mathematics teaching from teachers’ perspectives. Sense Publishers.
  • Coştu, S. (2020). Matematik derslerinde ilişkilendirmenin önemi hakkında 6. sınıf öğrencileri ne söylüyor, ne düşünüyor? [What do 6th grade students say and think about the importance of relating in mathematics lessons?]. Eğitim Bilim ve Araştırma Dergisi, 1(2), 40-63.
  • De Lange, J., 2006. Mathematical literacy for living from OECD-PISA perspective. Tsukuba Journal of Educational Study in Mathematics. Vol. 25. Special Issue on the APECTSUKUBA International Conference "Innovative Teaching Mathematics through Lesson Study" (pp. 13-35). Tokyo, Japan: University of Tsukuba. Retrieved from http://www.human.tsukuba.ac.jp/~mathedu/2503
  • Dewey, J. (1986, September). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.
  • Drijvers, P. (2013). Digital technology in mathematics education: Why it works (or doesn’t). Educational Studies in Mathematics, 82(1), 1–19.
  • Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In S. J. Cho (Ed.), Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 135–151). Springer.
  • Drijvers, P., & Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. In G. Blume & M. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Volume 2 (pp. 363–392). Information Age.
  • Ertem-Akbaş, E. & Yıldırım, L. (2024). Examining 5th grade students' learning on surface area calculations with realistic mathematics education approach. International e-Journal of Educational Studies, 8 (16), 14-31. https://doi.org/10.31458/iejes.1354835
  • Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press. Freudenthal, H. (1973). Mathematics as an educational task. Reidel.
  • Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Reidel.
  • Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Kluwer Academic Publish
  • Freudenthal, H. (2002). Mathematics as an educational task. Springer.
  • Gravemeijer, K. (1994). Developing realistic mathematics education. CD-β Press.
  • Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1-3), 111-129.
  • Güzel, E. B. (2008). The effect of a constructivist approach to mathematics learning on defining science, connecting life and school, learning to learn, learning to speak out and learning to communicate. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 135-149.
  • Hoyles, C., & Lagrange, J. B. (2010). Mathematics education and technology-rethinking the terrain: The 17th ICMI Study. Springer.
  • Kaput, J. J. (1992). Technology and mathematics education. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515-556). Macmillan.
  • Kutluca, T., & Gündüz, S. (2022). Gerçekçi matematik eğitimi yaklaşımının akademik başarıya ve tutuma etkisi üzerine bir meta-analiz çalışması [A meta-analysis study on the effect of realistic mathematics education approach on academic achievement and attitude]. Hacettepe University Journal of Education, 37(2), 802–817. https://doi.org/10.16986/HUJE.2020064976
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lesh, R.A., & Doerr, H.M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (1st ed.). Routledge. https://doi.org/10.4324/9781410607713 Turkish Ministry of National Education (MoNE). (2005). İlköğretim matematik dersi öğretim programı [Elementary Mathematic course curriculum]. Millî Eğitim Bakanlığı.
  • Turkish Ministry of National Education (MoNE). (2018). Ortaokul matematik dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar)[Mathematics curricula-primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade]. Millî Eğitim Bakanlığı.
  • Turkish Ministry of National Education (MoNE). (2024). Ortaokul matematik dersi öğretim programı ((5,6, 7 ve 8. Sınıflar) [Secondary school mathematics curriculum 6th, 7th and 8th grade]. Millî Eğitim Bakanlığı.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. NCTM. https://www.nctm.org/standards/
  • Piaget, J. (1952). The origins of intelligence in children. (M. Cook, Trans.). W W Norton & Co. https://doi.org/10.1037/11494-000
  • Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1-20.
  • Selçik, N., & Bilgici, G. (2011). The effect of the geogebra software on students’ academic achievement. Kastamonu Education Journal, 19(3), 913-924.
  • Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge University Press.
  • Skemp, R. R. (2006). Relational understanding and instrumental understanding. Mathematics Teaching in the Middle School, 12(2), 88-95.
  • Taş, U. E., Arıcı, Ö., Ozarkan, H. B., & Özgürlük, B. (2016). PISA 2015 ulusal raporu [PISA 2015 national report]. Milli Eğitim Bakanlığı.
  • Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics instruction – The Wiskobas Project. Reidel.
  • Üzel, D. (2007). Gerçekçi matematik eğitimi (RME) destekli eğitimin ilköğretim 7. sınıf matematik öğretiminde öğrenci başarısına etkisi [The effect of the education supported by realistic mathematics education on student achievement in mathematics teaching of primary school 7 th class. Unpublished doctoral dissertation]. Balıkesir University, Balıkesir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Van den Heuvel-Panhuizen, 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.
  • Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 521–525). Springer.
  • Von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80(1), 121–140.
  • Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman (Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
  • Wood, T., Cobb, P., & Yackel, E. (1991). Change in teaching mathematics: A case study. American Educational Research Journal, 28(3), 587-616. https://doi.org/10.2307/1163150
  • Zbiek, R. M., Heid, M. K., Blume, G. W., & Dick, T. P. (2007). Research on technology in mathematics education: A perspective of constructs. In F. K. Lester Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning. Information Age Publishing.
  • Zulkardi, Z. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers (Doctoral dissertation). University of Twente, Enschede.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Review Article
Yazarlar

Tamer Kutluca 0000-0003-0730-5248

Koray Akran 0000-0002-6995-7885

Erken Görünüm Tarihi 5 Temmuz 2025
Yayımlanma Tarihi 21 Temmuz 2025
Gönderilme Tarihi 20 Aralık 2024
Kabul Tarihi 13 Haziran 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 9 Sayı: 20

Kaynak Göster

APA Kutluca, T., & Akran, K. (2025). Realistic Mathematics Education and Integration of Digital Tools: A Model Development Study for Secondary School Mathematics Education. International E-Journal of Educational Studies, 9(20), 169-185.
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