Özet:

The concept Procept is defined as a mental object that is represented by the same symbol, consisting of process/process and concept. (Gray and Tall, 1991) The purpose of this study is to use the analogy in the teaching of the subject of absolute value, 6. It is the study of the influence of classmates’ concepts and process learning on the procept level. The research conducted with semi-experimental studies applied traditional mathematics teaching and analogy-backed mathematics teaching. The study group of the experimental and control group consists of 104 students studying at the 6th grade of a secondary school in İzmir. While the experimental group teaches with analogues provided with the scope and appearance validity of the subject of absolute value, the control group performs traditional mathematical teaching, the application results in the application of the students with an open-end concept and process description form. The obtained data was studied by the division of open end answers into categories and represented by specific codes and by the frequency (f) and percentage (%) of the frequency (f) and percentage (%) of the frequency (f) and percentage (%) of the frequency (f) and percentage (f) of the frequency (f) and percentage (f) of the frequency (f) and percentage (f). The study found that the traditional method applied to the control group of the analogy-backed mathematical teaching applied to the experimental group in the teaching of the absolute value subject was more effective in increasing the student’s conceptual learning levels, and that there was no meaningful difference in the processual knowledge levels. This result shows that the analogy-backed mathematics teaching applied to the experimental group in the teaching of the absolute value subject is more effective in increasing the student's conceptual learning levels than the traditional method applied to the control group.