The effet of instruction based realistic mathematics education on elementary students’ avhievement, visual mathematic literacy and problem solving attitude

The aim of this study was to investigate the effects of realistic mathematics education basedinstruction in the elementary mathematics curriculum of the fourth grade on the visualmathematics literacy self efficiency perceptions and problem-solving achievement. the researchwas conducted with 46 students at fourth grade of a public elementary school. the research has a mixed-method design. in the quantitative part, one experimental and one control group wereconstituted with random assignment method. ‘geometric shapes and measurement’ unit wereinstructed with realistic mathematics education at the experimental group while the currentinstructional method was followed at the control group. the quantitative data were supported byqualitative data gathered from interviews with participants. data collection tools were obtainedwith visual mathematics literacy self efficiency perceptions scale, problem solving testdeveloped by the researchers, achievement test prepared by researchers, pre-test and post-testand interview form. the implication process lasted seven weeks. after the implication procedures,all students at the experimental group were asked to answer seven questions of the structuredinterview form developed by the researchers. in order to analyze the quantitative data, mann-whitney u and wilcoxon test were used whereas the qualitative data was analyzed with casestudy analysis. as a result, it was found that the students at the experimental group have moreprogress on problem-solving achievement than the students at the control group.