How Realistic Mathematics Education approach influences 6th grade students’ statistical thinking
Résumé
Using Mooney’s (2002) framework describing four levels of middle school students’ statistical thinking across four different statistical thinking processes, this study aims to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on 6th grade students’ statistical thinking levels. A quasi-experimental with pretest-posttest comparison group research design was used. In the experimental group the unit on ‘data handling and analyses’ was taught using RME approach while in the control group it was taught traditionally using the textbook. The data analysis showed that although there was no statistically significant difference between the two groups with regard to their statistical thinking scores, 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.
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