Browsing by Author "Biber A.Ç."

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Misconceptions of sixth grade secondary school students on fractions
(2018-06-01) Aliustaoğlu F.; Tuna A.; Biber A.Ç.
The purpose of this study is to determine the misconceptions of 6th-grade secondary school students in terms of part-whole relation in fractions, representation of fractions on the number line, comparison of fractions and operations in fractions. The sample of this study is composed of 104 students who are being educated in 6th-grade of five secondary schools in 2017-2018 teaching year in a province which takes place in the north part of Turkey. Fractional information test, which consists of 5 open-ended questions developed by researchers, was used as data collection tool. The data of the study were analyzed using the content analysis method and in this method frequency/percentage tables were used. By examining the explanations that the students have made, the incorrect answers are divided into categories, and the misconceptions in each question are presented separately. As a result of the study, it has been seen that students have misconceptions in terms of parts-whole relation in fractions, representation of fractions on the number line, comparison of fractions and operations in fractions.
Students' difficulties in similar triangle questions
(2020-10-01) Biber A.Ç.
Similar triangles in questions are usually given as separate, adjacent or overlapped. Furthermore, similarity types such as Side-Angle-Side (S.A.S.), Side-Side-Side (S.S.S.) and Angle-Angle (A.A.) are requested in the questions. Students have more trouble in other types of questions. The purpose of this study is to investigate the difficulties of students about similar triangles and the reasons for these difficulties. This research was carried out with the case study method, which is one of the qualitative research approaches. The study was conducted with 55 Science High School 9th grade students and 9 open-ended questions were used to examine students' knowledge about “similarity in triangles”. Furthermore, 5 students were interviewed to find out the reasons for their solutions. Descriptive analysis method was used to analyze the data. As a result, it can be concluded that students have difficulties mostly in overlapped triangles and Angle-Angle type questions. On the other hand, it can be concluded that students are quite successful where similar triangles are given separately. In the light of the findings obtained in this study, it can be advised for lecturers to focus on the questions where similar triangles are overlapped while explaining the similarity in the triangle.
Students' difficulties in similar triangle questions
(2020-10-01) Biber A.Ç.
Similar triangles in questions are usually given as separate, adjacent or overlapped. Furthermore, similarity types such as Side-Angle-Side (S.A.S.), Side-Side-Side (S.S.S.) and Angle-Angle (A.A.) are requested in the questions. Students have more trouble in other types of questions. The purpose of this study is to investigate the difficulties of students about similar triangles and the reasons for these difficulties. This research was carried out with the case study method, which is one of the qualitative research approaches. The study was conducted with 55 Science High School 9th grade students and 9 open-ended questions were used to examine students' knowledge about “similarity in triangles”. Furthermore, 5 students were interviewed to find out the reasons for their solutions. Descriptive analysis method was used to analyze the data. As a result, it can be concluded that students have difficulties mostly in overlapped triangles and Angle-Angle type questions. On the other hand, it can be concluded that students are quite successful where similar triangles are given separately. In the light of the findings obtained in this study, it can be advised for lecturers to focus on the questions where similar triangles are overlapped while explaining the similarity in the triangle.
Students’ Levels of Recognition of Parallelogram and of Establishment of Connections
(2019-08-01) Biber A.Ç.; Tuna A.; Daǧdelen I.; Kepceoǧlu I.