Özet:

The aim of this study is to develop a prediction-based learning pathway based on the Realist Mathematical Education Theory for the key learning necessary for the implementation of the proportional mind and a series of relevant teaching activities. The learning route and the related series of activities developed with the draft-based research plan in accordance with this purpose have been tested, organized and completed. The study’s data analysis is done using the Toulmin argumentation model of the classroom speech that occurs during the teaching using the developed learning route and the related series of activities. The results of the study showed that the percentage and proportion of teaching performed by transitioning from informal tools to formal tools within realistic contexts within the development of the learning path and the series of events has a significant potential for students to learn this subject meaningfully, comprehensively and in order. Therefore, it is expected that the developed learning path and the series of events will be useful to improve the quality of the ratio and proportion of teaching.

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