The Effect of Realistic Mathematics Education on Primary School Students’ Mathematical Gain: A Meta-Analysis Study
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Abstract
Keywords
Abstract
The aim of this study is to investigate the effect of the use of Realistic Mathematics Education (RME) approach in teaching mathematical concepts in early childhood and elementary school students. A meta-analysis method was used to systematically examine the results of experimental studies published in the last twenty-three years. The National Thesis Center, Scopus, Web of Science and DOAJ databases were scanned, and a total of 16 studies identified that met the inclusion criteria. A total of 26 effect size values were calculated from 16 individual studies. The Comprehensive Meta-Analysis (CMA) program was used to calculate the value of the Hedges g coefficient. The analysis results revealed that the overall effect size (d=0.822) had a significant positive effect. In the light of this information, it was concluded that RME-based teaching had a positive effect on the student's mathematical learning. It is recommended that mathematics instruction in primary schools should be enriched with the RME approach.
Keywords
Realistic Mathematics Education, primary education, early childhood, mathematics
