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

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.