Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy
The aim of this research was to determine the relationship betweenconceptual misconceptions in math literacy skills of secondary school eighthgrade students and their answering behaviors which they used in responding toquestions. This is a correlational research. The sample of the researchconsists o...
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Ankara University
2020-04-01
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| Series: | Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi |
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| Online Access: | https://dergipark.org.tr/tr/download/article-file/1032940 |
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| author | Emre Kucam Ergül Demir |
| author_facet | Emre Kucam Ergül Demir |
| author_sort | Emre Kucam |
| collection | DOAJ |
| description | The aim of this research was to determine the relationship betweenconceptual misconceptions in math literacy skills of secondary school eighthgrade students and their answering behaviors which they used in responding toquestions. This is a correlational research. The sample of the researchconsists of 340 students who are educated in the eighth grades of three schoolsin the provinces of Çankaya, Etimesgut and Yenimahalle in Ankara. PersonalInformation Form and Two-Tier Diagnostic Test were used in order to determinethe conceptual misconceptions of students in mathematical literacy and theResponsive Behavior Form was used to determine which behavior was used torespond to the answers. All these tools were developed by the researcher tocollect information about the students. In the analysis of the data obtainedfrom the research, descriptive statistics and chi-square analysis were used.According to research findings; the students who have misconceptions mostlyused elimination answering behaviors and the students who do not havemisconceptions used calculation and elimination behaviors. When answeringbehaviors are analyzed according to the types of misconceptions, it isdetermined that the random marking is the most used in the type ofover-specialization misconceptions and in the case of the other misconceptionstypes, the most random marking answering behaviors are used. Furthermore, itwas determined that the types of misconceptions and answering behaviors did notdiffer according to the gender, and that the answering behavior of the studentsdid not differ according to the city they were in. |
| format | Article |
| id | doaj-art-3b39c1915fc5415b91cb577d2c7bc50c |
| institution | Kabale University |
| issn | 1301-3718 |
| language | English |
| publishDate | 2020-04-01 |
| publisher | Ankara University |
| record_format | Article |
| series | Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi |
| spelling | doaj-art-3b39c1915fc5415b91cb577d2c7bc50c2025-01-29T09:14:14ZengAnkara UniversityAnkara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi1301-37182020-04-0153115718410.30964/auebfd.49871645Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical LiteracyEmre Kucam0https://orcid.org/0000-0002-4283-7103Ergül Demir1https://orcid.org/0000-0002-3708-8013Özel Zafer KolejiANKARA ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ FAKÜLTESİThe aim of this research was to determine the relationship betweenconceptual misconceptions in math literacy skills of secondary school eighthgrade students and their answering behaviors which they used in responding toquestions. This is a correlational research. The sample of the researchconsists of 340 students who are educated in the eighth grades of three schoolsin the provinces of Çankaya, Etimesgut and Yenimahalle in Ankara. PersonalInformation Form and Two-Tier Diagnostic Test were used in order to determinethe conceptual misconceptions of students in mathematical literacy and theResponsive Behavior Form was used to determine which behavior was used torespond to the answers. All these tools were developed by the researcher tocollect information about the students. In the analysis of the data obtainedfrom the research, descriptive statistics and chi-square analysis were used.According to research findings; the students who have misconceptions mostlyused elimination answering behaviors and the students who do not havemisconceptions used calculation and elimination behaviors. When answeringbehaviors are analyzed according to the types of misconceptions, it isdetermined that the random marking is the most used in the type ofover-specialization misconceptions and in the case of the other misconceptionstypes, the most random marking answering behaviors are used. Furthermore, itwas determined that the types of misconceptions and answering behaviors did notdiffer according to the gender, and that the answering behavior of the studentsdid not differ according to the city they were in.https://dergipark.org.tr/tr/download/article-file/1032940misconceptionrespondent behaviormathematical literacytest two-tier diagnostic testkavram yanılgısıyanıtlayıcı davranışlarımatematik okuryazarlığıiki aşamalı tanı testi |
| spellingShingle | Emre Kucam Ergül Demir Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi misconception respondent behavior mathematical literacy test two-tier diagnostic test kavram yanılgısı yanıtlayıcı davranışları matematik okuryazarlığı iki aşamalı tanı testi |
| title | Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy |
| title_full | Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy |
| title_fullStr | Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy |
| title_full_unstemmed | Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy |
| title_short | Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy |
| title_sort | investigation of the relationship between misconceptions and answering behaviors on the example of the mathematical literacy |
| topic | misconception respondent behavior mathematical literacy test two-tier diagnostic test kavram yanılgısı yanıtlayıcı davranışları matematik okuryazarlığı iki aşamalı tanı testi |
| url | https://dergipark.org.tr/tr/download/article-file/1032940 |
| work_keys_str_mv | AT emrekucam investigationoftherelationshipbetweenmisconceptionsandansweringbehaviorsontheexampleofthemathematicalliteracy AT erguldemir investigationoftherelationshipbetweenmisconceptionsandansweringbehaviorsontheexampleofthemathematicalliteracy |