Realistic Mathematics Education: Investigating the Argumentation Dialogue in Problem-Solving Activity

Oscar O. Romero Jr,, Joan Rose T. Luib, Joy R. Magsayo and Gilbert B. Cagaanan
Additional contact information
Oscar O. Romero Jr,: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology Department of Mathematics, College of Science and Mathematics, Mindanao State University – Iligan Institute of Technology
Joan Rose T. Luib: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology Department of Mathematics, College of Science and Mathematics, Mindanao State University – Iligan Institute of Technology
Joy R. Magsayo: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology Department of Mathematics, College of Science and Mathematics, Mindanao State University – Iligan Institute of Technology
Gilbert B. Cagaanan: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology Department of Mathematics, College of Science and Mathematics, Mindanao State University – Iligan Institute of Technology

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 7094-7101

Abstract: This study delves into how contextualized learning, a key element of the Realistic Mathematics Education (RME) approach, shapes how Grade 9 students develop their problem-solving skills. Set in a laboratory school within a Philippine state university, the research captured fundamental classroom dynamics through observations, interviews, and content analysis. By anchoring lessons in relatable, real-life problems and guiding students through thoughtful questioning, the study found that learners became more engaged, reflective, and confident in approaching mathematical tasks. Using argumentation, dialogues revealed how students gradually transitioned from everyday reasoning to more formal mathematical thinking. Insights from learners and pre-service teachers underscored the value of this approach in making mathematics more meaningful and the practical challenges of its classroom implementation. Ultimately, the study highlights the promise of RME in fostering a richer, more connected learning experience.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-4/7094-7101.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... em-solving-activity/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-4:7094-7101

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().