Elif Bahadır, Eda Nur Güner


Design thinking skill is perhaps the most directly related thinking skill of mathematical thinking skill, because design thinking contains a strong problem-solving process in itself. In this study, it was aimed to provide students to avoid thinking about mathematics only procedurally or instrumentally and to introduce them to mathematical studying methods and mental habits. Therefore, tasks were chosen that would encourage students to think and design using real-life mathematical elements and thus encourage effective mathematical thinking. According to Freudenthal, the theorist of the Realistic Mathematics Education, mathematics should be related to the social life of students, close to their experiences, relevant to the society they live in, and compatible with human values. The research is designed as “action research” which is one of the qualitative research methods. Participants were selected using the convenience sampling method. Edmodo software was used as an electronic portfolio. Activities were prepared within the framework of RME approach. The responses are given by the students to those activities distributed when examined under 5 main headings: designing products, expressing the mathematical opinions clearly, using the mathematical knowledge, the research skills and the originality. These criteria generated after taking an expert opinion, subjected to qualitative analysis and interpreted. Consequently, it can be concluded that the educational process which is carried out with design-based activities provides learning, and is relevant to daily life, is interesting and is motivating. The integration of face-to-face teaching with technology and online approaches also help teachers manage design-based activities in a more effective way.

Article visualizations:

Hit counter


design thinking, e-portfolio, mathematical thinking, realistic mathematics education, real life math questions

Full Text:



Altan, E. B., & Karahan, E., 2019. Tasarım temelli fen eğitimine yönelik öğrenci ve öğretmen değerlendirmeleri. Elementary Education Online, 18(3). (Student and teacher evaluations on designbased science education. Elementary Education Online, 18 (3).)

Anwar, L., Budayasa, I. K., Amin, S. M., ve de Haan, D., 2012. Eliciting mathematical thinking of students through realistic mathematics education. Indonesian Mathematical Society Journal on Mathematics Education, 3(1), 55-70.

Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D., 1998. Doing with understanding: Lessons from research on problem-and project-based learning. Journal of The Learning Sciences, 7(3-4), 271-311.

Boesen, J., J. Lithner, and T. Palm., 2010. The relation between types of assessment tasks and the mathematical reasoning students use. Educational Studies in Mathematics. 75: 89–105.

Brophy, S., Klein, S., Portsmore, M., & Rogers, C., 2008. Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387.

Cantrell, P., Pekcan, G., Itani, A., & Velasquez‐Bryant, N., 2006. The effects of engineering modules on student learning in middle school science classrooms. Journal of Engineering Education, 95(4), 301-309.

Dillon, P., & Howe, T., 2007. An epistemology of presence and reconceptualization in design education. Interchange, 38(1), 69.

Ellis, J., Hanson, K., Nuñez, G., & Rasmussen, C., 2015. Beyond plug and chug: An analysis of Calculus I homework. International Journal of Research in Undergraduate Mathematics Education, 1(2), 268-287.

Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok‐Naaman, R., 2005. Design‐based science and real‐world problem‐solving. International Journal of Science Education, 27(7), 855-879.

Freudenthal, H., 1968. Why to teach mathematics so as to be useful. Educational Studies in Mathematics, 1(1-2), 3-8.

Gokuladas, V. K., 2020. Influence of demotivators on acceptance of technology: challenges of expatriate schoolteachers while imparting online teaching. International Journal of Learning, Teaching and Educational Research, 19(8).

Gravemeijer, K., & Doorman, M., 1999. Context problems in realistic mathematics education: A calculus course as an example. Educational studies in mathematics, 39(1), 111-129.

Gülhan, F., & Şahin, F., 2016. The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. (Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi.) Journal of Human Sciences, 13(1), 602-620.

Hough, S., & Gough, S., 2007. Realistic Mathematics Education. Mathematics Teaching Incorporating Micromath, 203, 34-38.

Kolodner, J. L., 2002. Facilitating the learning of design practices: Lessons learned from an inquiry into science education. Journal of Industrial Teacher Education, 39(3), 9-40.

Mac an Bhaird, C., Nolan, B. C., O’Shea, A., & Pfeiffer, K., 2017. A study of creative reasoning opportunities in assessments in undergraduate calculus courses. Research in Mathematics Education, 19(2), 147-162.

Roberts, D. A. (1995). Junior high school science transformed: Analysing a science curriculum policy change. International Journal of Science Education, 17(4), 493-504.

Sangwin, C. J., 2003. New opportunities for encouraging higher level mathematical learning by creative use of emerging computer aided assessment. International Journal of Mathematical Education in Science and Technology, 34(6), 813-829.

Stein, M. K., Grover, B. W., & Henningsen, M., 1996. Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.

Stemn, B. S., 2017. Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education. Childhood Education, 93(5), 388-393.

Swan, M., 2008. Designing a multiple representation learning experience in secondary algebra. Educational Designer, 1(1), 1-17.

Treffers, A., 1993. Wiskobas and Freudenthal realistic mathematics education. Educational Studies in Mathematics, 25(1), 89-108.

Van Den Heuvel-Panhuizen, M., 2003. The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational studies in Mathematics, 54(1), 9-35.

Van Putten, C. M., Van den Brom-Snijders, P. A., & Beishuizen, M., 2005. Progressive mathematization of long division strategies in Dutch primary schools. Journal for Research in Mathematics Education, 36(1), 44-73.



  • There are currently no refbacks.

Copyright © 2015 - 2018. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).