Öz
The purpose of this study was to determine mistakes and misconceptions, if there are any, of the 8th grade students regarding “linear equations”. Among the participants of the study were 23 eight grade students from a secondary school located in the North part of Turkey. The study was applied during the second half of 2012-2013 academic years. In the research, four open-ended questions were utilized to achieve the intended goal. According to the results of the study, students have some mistakes and misconceptions regarding determining the points in which the line crosscuts the axis, can not associate linear equation with slope, can not draw the graph of a line the equation of which is given, can not find the equation of a line the graph of which is given, have missing information about the condition of being parallel to the axis and do not conceive the situation completely.
Anahtar Kelimeler
Kaynakça
- Bell, A., & Janvier, C. (1981). The interpretation of graphs representing situations. For the Learning of Mathematics, 2(1), 34-42.
- Birgin, O. (2006, September). The Learning Level of Primary School Students about the Slope of the Line and Possible Misconceptions. Announcement presented in 1st National Mathematics Education Student Symposium, Dokuz Eylül University, İzmir.
- Birgin, O. & Kutluca, T. (2006). Sample Material on Computer Based Teaching about the Teaching of Linear Equation. 1st National Mathematics Education Student Symposium, İzmir.
- Clement, J. (1985). Misconceptions in graphing. Proceedings of the Ninth International Conference for the Psychology of Mathematics Education, 1, 369-375.
- Clements, D. H. & Battista, M. T. (1992). Geometry and spatial reasoning. In D. Grouws (Ed.). Handbook of Research on Mathematics Teaching and Learning, (pp. 420-464). Reston, VA: National Council of Teachers of Mathematics.
- Gözen, Ş. (2001). Matematics and its Teaching. Evrim Yayınevi.
- Karasar, N. (1995). Scientific Teaching Methodology (7th publication). 3A Research Training Consultancy Limited Company. Markovits, R., Eylon, B. S., & Brukheimer, M. (1986). Function’s today and yesterday. For the Learning of Mathematics, 29(1), 18-28.
- Mayberry, J. W. (1983). The van Hiele levels of geometric thought in undergraduate preservice teachers. Journal for Research in Mathematics Education. 14, 58 – 69.
- Mevarech, Z. R., & Kramarsky., B. (1997). From verbal descriptions to graphic representations: Stability and change in students’ alternative conceptions. Educational Studies in Mathematics, 32, 229-263.
- MEB (2013). Academic Programme of Secondary Shool Mathematics (5th, 6th, 7th, 8th classes). taken from website http://ttkb.meb.gov.tr/ on 20th March 2013.
- Mestre, J. (1989). Hispanic and anglo students' misconceptions in mathematics. ERIC Digest. http://www.ericdigests.org/pre-9213/hispanic.htm. Erişim Tarihi: 14.09.2008.
- National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. VA: Reston.
- Pusey, E.L. (2003). The Van Hiele model of reasoning in geometry: a literature review. Mathematics Education Raleigh. North Carolina State University.
- Rowell, A. J., Dawson, C. J., ve Harry, L. "Changing Misconceptions: a challenge to science education", International Journal Science Education, Sayı: 12(2), ss. 167-175, 1990.
- Stump, S. L. (1996). Secondary Mathematics Teachers’ Knowledge of The Concept of Slope. Yayınlanmamış Doktora Tezi. Illinois State University, Illinois.
- Turanlı, N., Keçeli, V. & Türker, N. K. (2007). The Attitudes of Second Class Secondary School Students and their Misconceptions and Common Mistakes about Complex Numbers. Balıkesir University Magazine of Natural Science, 9(2), 135-149.
- Yin, R. K. (2003). “Case Study Research - Design and Methods”, Thousand Oaks, London, New Dehli: Sage Publications. Zaslavsky, O., Sela, H. ve Leron, U. (2002). Being Sloppy About Slope: The Effect of Changing the Scale. Educational Studies in Mathematics, 49, 119-140.
Öz
The purpose of this study was to determine mistakes and misconceptions, if there are any, of the 8th grade students regarding “linear equations”. Among the participants of the study were 23 eight grade students from a secondary school located in the North part of Turkey. The study was applied during the second half of 2012-2013 academic years. In the research, four open-ended questions were utilized to achieve the intended goal. According to the results of the study, students have some mistakes and misconceptions regarding determining the points in which the line crosscuts the axis, can not associate linear equation with slope, can not draw the graph of a line the equation of which is given, can not find the equation of a line the graph of which is given, have missing information about the condition of being parallel to the axis and do not conceive the situation completely.
Anahtar Kelimeler
Linear equation isconceptions middle school mathematics educations
Kaynakça
- Bell, A., & Janvier, C. (1981). The interpretation of graphs representing situations. For the Learning of Mathematics, 2(1), 34-42.
- Birgin, O. (2006, September). The Learning Level of Primary School Students about the Slope of the Line and Possible Misconceptions. Announcement presented in 1st National Mathematics Education Student Symposium, Dokuz Eylül University, İzmir.
- Birgin, O. & Kutluca, T. (2006). Sample Material on Computer Based Teaching about the Teaching of Linear Equation. 1st National Mathematics Education Student Symposium, İzmir.
- Clement, J. (1985). Misconceptions in graphing. Proceedings of the Ninth International Conference for the Psychology of Mathematics Education, 1, 369-375.
- Clements, D. H. & Battista, M. T. (1992). Geometry and spatial reasoning. In D. Grouws (Ed.). Handbook of Research on Mathematics Teaching and Learning, (pp. 420-464). Reston, VA: National Council of Teachers of Mathematics.
- Gözen, Ş. (2001). Matematics and its Teaching. Evrim Yayınevi.
- Karasar, N. (1995). Scientific Teaching Methodology (7th publication). 3A Research Training Consultancy Limited Company. Markovits, R., Eylon, B. S., & Brukheimer, M. (1986). Function’s today and yesterday. For the Learning of Mathematics, 29(1), 18-28.
- Mayberry, J. W. (1983). The van Hiele levels of geometric thought in undergraduate preservice teachers. Journal for Research in Mathematics Education. 14, 58 – 69.
- Mevarech, Z. R., & Kramarsky., B. (1997). From verbal descriptions to graphic representations: Stability and change in students’ alternative conceptions. Educational Studies in Mathematics, 32, 229-263.
- MEB (2013). Academic Programme of Secondary Shool Mathematics (5th, 6th, 7th, 8th classes). taken from website http://ttkb.meb.gov.tr/ on 20th March 2013.
- Mestre, J. (1989). Hispanic and anglo students' misconceptions in mathematics. ERIC Digest. http://www.ericdigests.org/pre-9213/hispanic.htm. Erişim Tarihi: 14.09.2008.
- National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. VA: Reston.
- Pusey, E.L. (2003). The Van Hiele model of reasoning in geometry: a literature review. Mathematics Education Raleigh. North Carolina State University.
- Rowell, A. J., Dawson, C. J., ve Harry, L. "Changing Misconceptions: a challenge to science education", International Journal Science Education, Sayı: 12(2), ss. 167-175, 1990.
- Stump, S. L. (1996). Secondary Mathematics Teachers’ Knowledge of The Concept of Slope. Yayınlanmamış Doktora Tezi. Illinois State University, Illinois.
- Turanlı, N., Keçeli, V. & Türker, N. K. (2007). The Attitudes of Second Class Secondary School Students and their Misconceptions and Common Mistakes about Complex Numbers. Balıkesir University Magazine of Natural Science, 9(2), 135-149.
- Yin, R. K. (2003). “Case Study Research - Design and Methods”, Thousand Oaks, London, New Dehli: Sage Publications. Zaslavsky, O., Sela, H. ve Leron, U. (2002). Being Sloppy About Slope: The Effect of Changing the Scale. Educational Studies in Mathematics, 49, 119-140.
Ayrıntılar
| Diğer ID | JA46CZ85JK |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Haziran 2014 |
| Yayımlandığı Sayı | Yıl 2014Cilt: 3 Sayı: 2 |
Cited By
The effect of GeoGebra software–supported mathematics instruction on eighth‐grade students' conceptual understanding and retention
Journal of Computer Assisted Learning
Osman Birgin
https://doi.org/10.1111/jcal.12532
e-ISSN: 2147-1606