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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Main Authors: Emre Kucam, Ergül Demir
Format: Article
Language:English
Published: Ankara University 2020-04-01
Series:Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi
Subjects:
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
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institution Kabale University
issn 1301-3718
language English
publishDate 2020-04-01
publisher Ankara University
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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