Özet:

This study aimed to investigate the articles which entreated misconceptions in mathematics education from 1999 to 2013 in Turkey in a thematic frame. In order to reach this aim, survey method which is one of the descriptive research methods was adopted for this study. Within the scope of the study, 45 articles published between stated years in Turkish language and accessed through the relevant databases consisted the sample of the study. The articles accessed were analyzed by using categorical analysis technique in the context of sample/study group, topic, education level, publication year, misconception determination technique. Findings revealed that although there is an observable increase in the number of studies related to the misconceptions recently, those studies are mostly about determining the misconceptions and the number of the studies about removing the misconceptions is limited. According to the results of the present study, it can be suggested that studies should be carried out using different and multiple techniques to remove the misconceptions along with the studies determining them. Furthermore, in addition to the multiple choice questions which have been used quite often in order to determine the misconceptions in mathematics education, the techniques such as concept map, semantic analysis chart, prediction-observation-explanation, etc. are considered to be helpful for in-depth examination of the misconceptions. Keywords: Mathematics education, misconception studies, thematic review.

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