This study presents a conceptual analysis of the integration of the Think–Talk–Write (TTW) strategy within the framework of Realistic Mathematics Education (RME) as an approach to enhancing middle school students' critical thinking skills and Adversity Quotient (AQ). In the context of twenty-first-century education, learners are expected not only to demonstrate strong cognitive abilities but also to exhibit resilience and adaptability when facing complex academic challenges. Therefore, the development of both higher-order thinking skills and psychological endurance becomes a fundamental goal of effective mathematics instruction. The present study is based on an extensive review of relevant scholarly literature focusing on instructional strategies, critical thinking development, and resilience in mathematics education. The TTW strategy promotes structured learning through three interconnected stages: individual reflection (think), collaborative dialogue (talk), and systematic written expression (write). These stages encourage students to actively process information, articulate their reasoning, and refine their understanding through communication and reflection. At the same time, the RME approach emphasizes the importance of contextualizing mathematical concepts by linking them to real-life situations that are meaningful and familiar to students. Through processes such as exploration, modeling, and progressive mathematization, RME enables learners to construct knowledge in a way that is both meaningful and applicable. The integration of TTW and RME is conceptualized as a complementary pedagogical framework that combines reflective learning with contextual problem-solving.
Ramulu et al. (Thu,) studied this question.