This study presents a learning experiment characterized by a sequence of actions based on the use of realistic mathematical education in teaching mathematics. The purpose of this study is to investigate the difference in student performance in mathematics after the introduction of realistic mathematics education and traditional education. The research was conducted with 43 students attending the 7th grade of lyceum “Bilim-Innovation” for girls in the city of Shymkent in the fourth semester of the 2021-2022 academic year. According to the scores obtained from the pre-test at the beginning of experiment and the post-test made after the application, it is seen that the lesson taught according to the Realistic Mathematics Education (RME) approach is significantly more effective than the traditional teaching approach among the achievements of the experimental and control groups.
This study also discusses the theoretical basis of the intervention and proposes theoretical reasons for choosing Realistic Mathematics Education theory.