Abstract:

The aim of this study was to investigate solution proposals of the school teachers towards removal of misconceptions by various factors in math classes. The research was a study in the survey method. The research was conduThe aim of this study was to investigate solution proposals of the school teachers towards removal of misconceptions by various factors in math classes. The research was a study in the survey method. The research was conducted with 129 math teachers working in 2015-2016 academic year in public schools of Ankara province. Data of the study were obtained from the Removal of Misconceptions Questionnaire (KYÇA), which consisted of 6 questions. The quantitative data obtained by scoring the teachers' solution suggestions in KYÇA was analyzed with Mann- Whitney U and Kruskal Wallis Test. According to the results of the study, there is no significant difference in number of the solution proposals produced by middle school math teachers towards removal of misconceptions according to gender, education status, academic achievement, professional seniority, communication with colleagues, educational approach and classroom status variables(p> 0.05). Content analysis method was used in the analysis of qualitative data. According to the results of the analysis, the proposed solutions for the removal of the misconceptions of the teachers were discussed in four themes: teaching information, technology information for teaching, student knowledge and others. Under these themes, it was seen that teachers suggested various solution methods such as emphasizing critical points, mathematical form and modeling, subject recall, concrete teaching material, addressing according to concept misconceptions.cted with 129 math teachers working in 2015-2016 academic year in public schools of Ankara province. Data of the study were obtained from the Removal of Misconceptions Questionnaire (KYÇA), which consisted of 6 questions. The quantitative data obtained by scoring the teachers' solution suggestions in KYÇA was analyzed with Mann- Whitney U and Kruskal Wallis Test. According to the results of the study, there is no significant difference in number of the solution proposals produced by middle school math teachers towards removal of misconceptions according to gender, education status, academic achievement, professional seniority, communication with colleagues, educational approach and classroom status variables(p> 0.05). Content analysis method was used in the analysis of qualitative data. According to the results of the analysis, the proposed solutions for the removal of the misconceptions of the teachers were discussed in four themes: teaching information, technology information for teaching, student knowledge and others. Under these themes, it was seen that teachers suggested various solution methods such as emphasizing critical points, mathematical form and modeling, subject recall, concrete teaching material, addressing according to concept misconceptions.

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