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A seven-item open-ended test is administered to both groups, and results show higher overall growth at Level 4 across processes for the RME group than for the control group.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effect-of-realistic-mathematics-education-on-sixth-grade-students-statistical-thinking/588174/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-realistic-mathematics-education-on-sixth-grade-students-statistical-thinking/588174.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the study?","Question",{"text":63,"@type":64},"The study investigates how effective the Realistic Mathematics Education (RME) approach is for improving sixth grade students’ statistical thinking levels.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the effectiveness of RME tested?",{"text":68,"@type":64},"The study used a quasi-experimental pretest-posttest design. 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This study utilized a quasi-experimental pretestposttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students’ statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally.  \nKey words: Statistical thinking, realistic mathematics education, middle school students.  \n1. Introduction  \nDue to the rise of information and communication technologies in today’s modern life, we are exposed to a huge amount of information on a daily basis and need higher-order thinking skills to use data beneficially. Some of the higher-order thinking skills are questioning, making interpretation and estimation, reasoning, critical thinking, drawing interference, metacognition, ability to detect inadequate reasoning, reasoning skills in problems and making mental calculations and estimations etc. Educational reforms have been made to equip students with these skills. For instance, the Turkish National Mathematics Curriculum (2018) emphasizes students’ understanding of mathematical concepts and their use in the daily life by giving particular importance to higher-order thinking skills rather than memorizing facts with no connection to how they are used in real life. Such reforms with the same aims also took place in the Netherlands (Van den Heuvel-Panhuizen, 1996) many decades ago. Freudenthal and his colleagues came up with the idea of teaching the connection between real life and mathematics, named Realistic Mathematics Education (RME) approach in 1971 (Van den HeuvelPanhuizen, 1996) . According to Freudenthal (1991), mathematics is a human activity and so it should be close to students’ daily lives.  \nIn daily life, we are frequently exposed to statistical information on television, social media, newspaper etc. Statistical knowledge helps us in decision-making processes and solving real-world problems involving data. However, students may have difficulties in learning of statistics. According to the prior research, the sources of these difficulties among middle school students appear to be teaching of statistical concepts and procedures without connections, learning without concrete examples and memorization rather than conceptual understanding (Çakmak and Durmuş, 2015 ; Garfield and Ben-Zvi, 2008) . It is getting important to learn mathematics via realistic examples from daily life. According to Garfield and Ben-Zvi (2008) conceptual learning is needed for development of statictical thinking. In statistics, conceptual learning involves understanding and interpreting data as well as making inferences from the data. Because the RME approach gives particular attention to  \n1 The paper is based on the master thesis of the first author (master degree completed at the Institute of Educational Sciences of Pamukkale University in 2019) .  \nconceptual understanding, it is important in today’s educational setting to investigate the effect of RME approach on students’ statistical thinking.  \n1. 1. Statistical Thinking  \nStatistical knowledge is widely used by","cbCaifKQ1s8s3gUW","https://ap.wps.com/l/cbCaifKQ1s8s3gUW","pdf",443471,15,"English","# Abstract\n# Introduction\n## Statistical Thinking\n## Statistical Investigation Cycle (PPDAC)\n# Conclusion","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study investigates how effective the Realistic Mathematics Education (RME) approach is for improving sixth grade students’ statistical thinking levels.\"},{\"question\":\"How was the effectiveness of RME tested?\",\"answer\":\"The study used a quasi-experimental pretest-posttest design. The experimental group learned data handling using RME, while the control group used traditional teaching with a textbook and direct instruction.\"},{\"question\":\"What measurement tool was used to evaluate statistical thinking?\",\"answer\":\"A statistical thinking test with seven open-ended questions was prepared and administered to both groups as pretests and posttests, and changes were analyzed by thinking levels across processes.\"},{\"question\":\"What were the main findings?\",\"answer\":\"The RME group showed higher overall growth at Level 4 across statistical thinking processes compared with students taught traditionally.\"}]","THE EFFECT OF REALISTIC MATHEMATICS EDUCATION ON SIXTH GRADE STUDENTS’ STATISTICAL THINKING | PDF",1792064683,38]