Özet:

In this study, the impact of the computer-backed Realist Mathematical Education Approach on student academic success, the durability of the gained concepts and the formation of conceptual errors has been studied. For this purpose, a semi-experimental study was conducted in a primary school using the measurement sampling and the easy-to-accessful state sampling method. Computer-supported Realist Mathematics teaching environment on the experiment group and "2017-2018 Education Teaching Year Primary School 4. Considering the Class Mathematics Teaching Program, the current teaching activities in the curriculum are implemented in the control group with structural philosophy. Qualitative methods have been used in the study to identify quantitative and conceptual errors to determine student academic success and durability. The work lasted six weeks in total. In light of the findings obtained in the research, the teaching environment applied to both groups has increased academic success. Comparing the academic achievements of the experiment and control groups with the t-test results in the teaching environment applied to the experiment group is significantly more successful than the teaching environment applied to the control group. Also, the durability test results of the experimental group students were significantly high compared to the control group students. After the study, some of the two groups of students found conceptual errors. But in the experimental group students the concept errors were less observed than in the other group.

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