Özet:

This study is planned to evaluate the nature, process and concept knowledge of high school students. For this purpose, two long-response written examinations, consisting of a total of 20 questions, including issues such as connection-function-processing, numbers, polynoms, separation to the strings and first-degree equations, were developed. The solution of questions in the first exam is mainly based on process knowledge and the solution of questions in the second exam is mainly based on concept knowledge. A characterization scale was developed for the analysis of the answers given to these questions. The exams were applied to a total of 250 students in five separate high schools. Student solutions were grouped, evaluated and interpreted according to the characterization scale developed. The analysis of the data has shown that most of the student’s conceptual information and processing information is insufficient. From here, the conclusion is that the nature of the student’s cybersecurity information is not based on the conceptual learning in which the conceptual and processional knowledge is balanced, but on a mathematical learning in which the processional knowledge stands out. When teaching mathematics, more concepts and relationships are given priority than processal solutions, the problem will be significantly solved and the mathematical learning of students will be more durable and functional.

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