Rasyonel Sayılar Konusu ile İlgili Kavram Yanılgılarının Giderilmesinde Kavramsal Değişim Yaklaşımının Etkisinin İncelenmesi

Mathematics lesson is one of the lessons that students have difficulty learning. One of these reasons is that some prior knowledge is required in learning new topics in mathematics lesson. For this reason, it is important that misconceptions are determined and resolved on time so that students do not have more difficulty in the future. With this research, it was aimed to determine seventh grade students' misconceptions about rational numbers and to examine the effect of conceptual change approach on overcoming these misconceptions. For this purpose, misconceptions about rational numbers in the literature were examined and interviews were made with six mathematics teachers. In the study, in which quasi-experimental research method was used, achievement test, mathematics attitude scale, and student opinion form were used as data collection tools. Studies in the literature and interviews with teachers were used in the development of the achievement test consisting of two-step questions. Interviews were conducted with six students from the experimental group in order to obtain more detailed data about the process. With the quantitative data obtained from the data collection tools, dependent and independent t test analyzes were made. From the findings obtained, it was determined that there is a significant difference in favor of the experimental group between the achievement scores and attitude scores of students in the experimental and control groups. In line with this result, it is suggested to use the conceptual change approach in eliminating misconceptions in mathematics teaching at all levels.