Özet:

Mathematics is one of the lessons that students have difficulty learning. There are different reasons for this. One of these reasons is that some preliminary knowledge is needed in the learning of new subjects in the mathematics course. Mathematics is an accumulated lesson. Therefore, it is important to fix conceptual errors in time by identifying them so that students do not face more difficulties in future subjects. This study has been aimed at identifying the conceptual errors of the students of the seventh class on the subject of rational numbers, to study the effect of the conceptual change approach on the removal of these conceptual errors. For this purpose, the conceptual errors on the subject of rational numbers in literature have been studied and discussions have been conducted with six math teachers. The semi-experimental research method is used in the research as a data collection tool, the success test, the mathematical attitude scale, the student and the teacher’s opinion form. In the development of the success test, which consists of two-stage questions, the work in literature and the conversations with teachers were used. Six students were interviewed in order to obtain more detailed data about the process. Quantitative data obtained from data gathering tools are dependent and independent test analyses. The findings found that there was a significant difference in the benefit of the experimental group between the success points of the groups and the attitude points of mathematics. In this context, it is recommended that the concept change approach be used to fix conceptual errors.

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